1,721,011 research outputs found
Facing the Future: the Changing Shape of Academic Skills Support at Bournemouth University
No full textThis paper explores the potential impact of changes to higher education in England on student expectations, engagement, lifestyles and diversity, and outlines implications for the development of digital literacy within academic skills support at Bournemouth University (BU). We will investigate how tackling resource constraints with organisational change can also enable efficient, centralised provision of support materials that utilise networks to overcome the risk of fragmented support for digital literacy. We will also look at how changing delivery modes for support can accommodate changing student lifestyles whilst tackling a weakness of centralised support for digital literacy: that it can become detached from the student’s subject-focused academic practice. Finally we will explore how involving students in developing support can help us to face changes to student expectations and engagement whilst ensuring that materials are authentic and speak to learners in their own voice
E-textbooks: the Bournemouth University experience
No full textE-books have been a crucial part of the Bournemouth University collection strategy for over a decade and library model e-books are our preferred method of providing suggested reading. Along with core collections and patron plans, we currently have over 194,000 e-books and these received over three million section requests in 2012–13. Despite our strategy to purchase in ‘e’ whenever it is available, we have always found it challenging to provide electronic access to core textbooks. Traditionally, publishers have been reluctant to make this type of material available as library model e-books: they are understandably concerned about the impact that this would have on print sales to students. We have recently been investigating the evolving publishing models that enable institutions to provide access to e-textbooks, and this article reports on our experiences
The impact of peer learning on assessment literacy and feedback orientation
No full textCan attending peer learning workshops help students to develop effective strategies for assessment and feedback? This paper will report on research measuring the impact of peer learning on the development of assessment literacy and feedback orientation. The mixed-methods research (as part of an Office for Students Catalyst B project) is using pre and post intervention psychometric surveys and focus groups to determine the relationship between attending peer learning sessions and developing effective strategies for understanding assignments and utilising feedback. The research is being conducted over two-years and students in peer learning roles as co-investigators
Power, tokenism or non-participation with peer assisted learning - the choice is yours! Examples of students as partners reviewed as degrees of participation
No full textHelpful and good fun: Developing a social induction with students as partners
No full textDuring 2018 we worked in partnership with staff and students to re-design an induction for Southampton Business School students that aimed to improve student engagement, understanding of independent learning and cohort identity. We used group work, peer learning, active inquiry and student generated induction techniques to achieve these aims.
Research questions – the problem…
Feedback from colleagues and students suggested that our traditional induction was failing to develop engaged, independent learning, whilst data collected for an OfS Catalyst B research project indicated that students still had concerns about ‘settling-in’ well into their first semester.
Theoretical or practical background
Whilst we took a practical approach to developing a new induction programme, our work was informed by literature on student engagement (Trowler, 2010), Students as Partners (Healey et al., 2014) and social identity (Bowskill, 2013).
Approach/ methodology used
We took a partnership approach to improving induction (Healey et al, 2014). Initial ‘induction cake’ activities (presented by Graham and Payne at CAN2018) identified staff and student priorities for content for induction week. Delivery was re-imagined to model active and independent learning that included: audience participation, active inquiry, and Q&A using the ‘Student-generated induction’ approach (Bowskill 2014). Current students were employed on a summer internship to co-design activities. Peer Leaders (students from the years above) played a critical role in facilitating activities and supporting students beyond induction week.
We took a longer-term approach to induction (i.e. beyond Freshers week) and some content that had previously been covered during induction week (e.g. referencing and plagiarism) was delivered later in the semester attached to formative or summative assignments. Peer Learning again played a key role in the delivery of this content.
Impact was evaluated using: attendance and engagement data collected during induction, an induction survey delivered in week 4 of the semester, and research project data.
Brief analysis of results or outcomes and conclusions
Attendance and engagement with induction activities was improved and student feedback relating to the aims of induction was highly positive.
Analysis of qualitative induction survey comments suggests that students recognised and valued the opportunities to meet students on their programmes, engage in group activities, and ask questions that they had generated as a group. Data collected as part of a research project during the second week of the semester suggested that students’ main concerns had changed from the previous year – from concerns about ‘understanding university’ to more academic concerns (e.g. academic writing, referencing etc.). In the context of Maslow’s hierarchy of needs this may indicate an improvement in addressing basic and psychological needs. At the time of the conference further data on academic attainment will be available.
Relevance to conference themes
1. Community Building: our induction focussed heavily on building community through socially constructed learning activities from day 1, utilised peer learning and mentoring and used data/ feedback from previous years to inform development.
2. Independent Learning: activities were designed to require students to learn independently in groups during induction.
3. From policy to action: Students as Partners has been a key approach in both design and delivery. Impact has been rigorously evaluated
Partnership, peer learning and pizza: developing peer support with students as partners
No full textStaff-student partnership is at the heart of Southampton Business School’s Peer Learning scheme. This presentation will outline how staff and students have worked together over the past two years to introduce active and fun peer learning sessions timetabled for all undergraduate first-years. The scheme is based on a Peer Assisted Learning (PAL) model and has achieved good engagement from students through partnership working on various aspects of the project. This presentation will provide examples of how we have worked in partnership with our students and is relevant to the following conference themes:• Student-staff partnerships to support innovation and inclusivity: student interns have helped to develop the scheme and produce materials and resources that can be used by other students• Researching, evaluating and evidencing effective engagement: students have been engaged as co-researchers to collect research data as we measure the impact of peer learning• Ensure the student voice is heard and the feedback loop is completed: peer leaders are trained to provide feedback to academics on the challenges faced by their groupsOur experience has been that mutual benefit is a critical factor in staff-student partnership. This presentation will highlight examples of the benefits that students have gained through engagement with our peer learning scheme from developing employability to making connections with other students on their programme. There will also be an opportunity for attendees to discuss the benefits for staff and the challenges of effective staff-student partnerships. <br/
Embedding QR codes in the Bournemouth University print collection
No full textDuring the 2011/12 academic year, Library and Learning Support (LLS) at BU have been working on a project to embed QR codes within the library print collection to highlight available e-books from heavily used areas of the shelves
A celebration of PAL: Nutrition students benefit from the continuation of a peer assisted learning scheme as it rolls out for year two
No full textTaking advantage of change: How health library and information professionals are shaping the HE experience
No full textStudent partnership in the development of pre-arrival resources
No full textIn Chapter 2, Neil Ford outlines how student partnership can be used in the development of pre-arrival transition resources. This chapter will explore the concept of working with students as partners to develop, evaluate and enhance an online pre-arrival module designed to support effective transition to studying. The chapter will review the potential benefits of student partnership in relation to transition work by drawing connections between established partnership models (e.g. Healey et al, 2014) and elements of what works for successful student transition (Thomas, 2012). We will explore this through the practical case study of the employment of student interns in the development of several iterations of an online transition module at a UK, Russell Group university. The case study will reflect on effective approaches for working with students, as well as highlighting the benefits of the stakeholders in partnership work, both in terms of benefit to the organization and the development and employability benefits for students.</p
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