Abstract
In recent years, calls have grown for the use of digital technologies to transform coach education and enhance student learning; however, empirical research evidence for their efficacy is lacking. This paper describes our initial experiences of a Higher Education Funding Council for England funded project, designed to facilitate online peer mentoring and collaborative reflection between bachelor degree students at two separate UK universities. So far, the pedagogical approach has been differentially effective, with three categories describing our current perceptions of successful and/or unsuccessful student engagement in it. Namely, students require an adequate knowledge base, an appropriate technological and personal skillset, and the attitudinal dispositions to deploy them effectively.
Highlights
Background knowledgeStudent participation has been tentative from the outset, with very closed, confirmatory or corroborative questions offered and a lack of confidence apparent, especially in the contributions of the St Mary’s University (SMU) level 4 students
In January 2017, 97 level 4 students from SMU (31 females and 66 males, Mage = 20.25 years, SD = 1.91), and 26 level 5 (3 females and males, Mage = 21.27 years, SD = 2.71) and level 6 (2 females and 22 males, Mage = 22.75 years, SD = 4.50) students from University of Central Lancashire (UCLan) were tasked with engaging in collaborative reflection across each other's’ work
Following an introductory workshop to outline the concept of reflective practice, the SMU level 4 students, were asked to provide weekly feedback and constructive criticism on the reflective online blog posts of a UCLan level 5 student
Summary
Following an introductory workshop to outline the concept of reflective practice, the SMU level 4 students (in groups of 4), were asked to provide weekly feedback and constructive criticism on the reflective online blog posts of a UCLan level 5 student. These blogs were part of the assessment on a year-long practical coaching module, with each blog publicly viewable through the. Following an introductory workshop to outline mentoring as a concept, each UCLan level 6 student was asked to mentor four SMU level 4 students This took place via Coach Logic (www.coach-logic.com), an online video analysis and feedback platform that SMU level 4 students use to upload footage of themselves coaching. Three categories of interest have emerged from our analysis of the raw data collected so far
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