Student Focus Groups Research Articles

Üniversite Öğrencilerinin Anadili İngilizce Olan ve Türk Yabancı Dil Öğretmenlerinin Sınıf Yönetimi Uygulamalarına Dair Algıları: Kültürel Bir Bakış Açısı

Being closely related to culture, classroom management is a main component of effective teaching. In this study, the perceptions that Turkish university students have of classroom management practices of teachers from their own culture and other cultures (North America and England) are explored. The main purpose of the study is to understand how the cultural backgrounds of students and teachers are reflected in the expectations and practices regarding classroom management. The study was designed as a qualitative instrumental case study. The data were gathered through classroom observations and student focus groups from 53 students from the School of Foreign Languages of a large state university with respect to the classroom management practices of five native and five local teachers. The results revealed that students' perceptions of classroom management practices of local and native teachers differed in terms of classroom discipline, teacher-student relationships, and pedagogical practices. Students' expectations of discipline and teaching styles also varied in relation to their cultural backgrounds. Overall, the findings of this research are important in showing the interaction of classroom management with culture and in providing data for future qualitative research.

Afterschool engagement: a mixed methods approach to understanding profiles of youth engagement

Engagement in afterschool programs is a growing area of interest for both researchers and practitioners. Though there is an emerging body of research investigating this construct, we lack an understanding of how specific dimensions of engagement are endorsed in different ways among subgroups of students. Little is known about the sources and barriers of engagement in afterschool contexts. This mixed methods investigation used latent profile analysis and semi-structured student focus groups to explore individual differences in engagement and sources and barriers of engagement for a sample of underrepresented minority students who regularly participate in an afterschool program. Latent profile analyses revealed three engagement profiles: moderately engaged, affectively engaged, and disengaged. Reported sources (e.g., program content, friends) and barriers (e.g., interpersonal tension, repetitive content) differed by profile. The results provide a comprehensive understanding of student engagement in afterschool programs and are relevant to practitioners who desire to promote engagement.

Investigating students’ perceptions concerning textbook use in mathematics: a comparative study of secondary schools between Shanghai and England

ABSTRACT This article reports an empirical study aiming to investigate students’ use of mathematics textbooks in Shanghai and England, with a comparative perspective. The study used mixed methods to collect the data through student questionnaire, student focus group interview and classroom observation. 161 Shanghai seventh- and eighth-grade students and 206 England year-seven and -eight students participated in the study. The results indicated that there existed considerable differences between Shanghai and England with respect to the roles that textbooks as curriculum resources play in students’ learning of mathematics. While Shanghai students relied heavily on textbooks and used them in various situations, had a strong sense of self-regulation behind the use, and thought highly of textbooks in their learning of mathematics, English students seldom incorporated textbooks in their learning of mathematics, used them mainly depending on teachers’ instructions, and held a relatively critical view of textbooks. The article also offered explanations and discussed the implications of the results concerning the teaching and learning of mathematics.

Interim findings from the Uni Connect Raising Higher Education Aspirations evaluation in Lincolnshire

This short article summarises the evaluation findings from the end of Year 1 Phase 2 Uni Connect Raising Higher Education Aspirations project in Lincolnshire. This national initiative, funded by the Office for Students, delivers targeted Higher Education outreach activities to young people in Years 9 to 13 in areas where the Higher Education participation of young people is much lower than expected based on GCSE-level attainment. These areas often coincide with where universities focus their widening participation efforts to help them meet their Access and Participation Plans. In Lincolnshire the project is managed and delivered by LiNCHigher, one of 29 local learning partnerships involved in the project nationally. The data were collected between March and July 2020 during the Covid-19 national lockdown when all schools were closed and draws primarily on data collected from six case study schools. Evaluation activity comprised an online student activity survey, semi-structured interviews with School and College Leads, LiNCHigher Area Engagement Officers and two student focus groups, conducted just prior to lockdown in early March. The evaluation found that, prior to Covid-19, interventions were beginning to have a positive impact on the Higher Education aspirations of all students and that schools both welcomed and valued the initiative highly. The evaluation report made several recommendations, including ensuring workshops are more interactive.

Building Social and Emotional Competencies for Coping with Academic Stress among Students in Lower Secondary School

ABSTRACT This qualitative study explores lower secondary school students’ experiences with components of a universal school-based social and emotional learning (SEL) intervention in relation to coping with academic stress. The intervention aimed at promoting the following five social and emotional competencies (SEC): relationship skills, emotional regulation, mindfulness, growth mindset, and problem-solving. Three student focus group interviews were conducted (n = 26). Conventional content analysis was completed with the assistance of NVivo software. Findings suggest that the students experienced the SECs mindfulness, problem-solving, and growth mindset as supportive in coping with academic stress. Emotional regulation and relationship skills were considered more challenging to utilize, which may reflect a need for more practical exercises for these competencies. Overall, findings contribute with new knowledge on how SEL interventions can be developed to build resources among adolescents to cope with academic stress.

Approaching an undergraduate medical curriculum map: challenges and expectations

BackgroundFeedback received from medical students at University College London Medical School (UCLMS) suggested a lack of clarity regarding the contents and subsequent assessment of the undergraduate curriculum. In order to address these issues, a specialist team was established with the aim of designing and implementing a Curriculum Map (CM), which have been recognised in their ability to provide a centralised, visual representation of the curriculum. While multiple perspectives from educators to stakeholders can be considered here, the need for the CM to remain student centred was identified as key at UCLMS. The aim of this study was therefore to understand the requirements of the CM prior to production from the perspective of the medical students.MethodsA mixed-methods sequential study was conducted. The first stage involved gathering quantitative data using a primary online survey. This used 15 questions, rated by Likert scales and focussed around three domains: depiction of content, functionality and students’ likely engagement with a CM. There was a free-text question for additional comments. The second stage consisted of multiple student focus groups representing different years of the programme, conducted by trained facilitators following a predetermined scheme. Reflective Thematic Analysis (RTA) was used to synthesise the qualitative data, which was read independently by two researchers. All students at UCLMS were invited to participate in the study.ResultsThere were 409 survey responses. 92% of students said they were ‘likely’ or ‘very likely’ to use a CM, with their key intended use being to monitor their learning progress and ensure preparedness for assessments. Five key themes emerged from the focus groups, namely that students wanted a CM to be: comprehensive; simple and intuitive; able to link content throughout the course; aligned with assessment; and useful to monitor students’ progress.ConclusionsThrough this study, valuable insight was gained on students’ ideal preferences for the CM. Understanding this was important in order to ensure that its co-design remained student-centred prior to its design and launch. This study also highlighted the need to set realistic expectations for students on the role of a CM in preparing them for assessments, and ultimately professional practice.

A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

BackgroundEffective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training.MethodsA mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories.ResultsForty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated.ConclusionsSP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

“Finding the Other Half of Me”: Culture-Based Approaches to Music Education in Hawaiʻi

The purpose of this study was to examine how Hawaiian music teachers describe their uses of Hawaiian culture–based educational approaches in the music classroom. The theoretical lens of culture-based education framed the study in that it emphasizes increased attention to questions of cultural restoration within Indigenous communities. A collective descriptive case-study design was used to illuminate the complexities and particularities of the phenomenon of Hawaiian culture–based education utilized by four participant music teachers in their own particular contexts. Data collection included three interviews with each teacher participant, a student focus group interview at each school site, and field notes taken from in-person observations of each music classroom. Analysis revealed four themes central to the participants’ experiences, including teachers’ diverse approaches to culture-based education, their sources of cultural understanding, how they addressed or navigated challenges, and the multiple layers of meaning that they and their students derived from these culture-based approaches. Particularly compelling were findings related to each teacher’s identity and relationship to Hawaiian culture, complicated issues of authenticity related to performing and teaching Hawaiian music, and the centrality of positive relationships to culture-based approaches.

Functional Features of the Cultural Memory of Students in the Multicultural Educational Space of a Modern Russian University

This study examines the problem of the development of students’ universal competencies at Russian universities related to the diversity of cultures and the ability to enhance intercultural communication in professional field and everyday communication. The development of this competency is significantly influenced by the content of the cultural memory of students. Modern universities are a multicultural space where various persons and communities with different collective cultural memory interact. The objective of the study is to identify the functional features of the students’ cultural memory at Russian universities that are historically characterised as a multicultural space. The main method involved focus groups and a theoretical interpretation of the data obtained. The results obtained from two focus groups of students from several universities located in the Krasnoyarsk Territory are presented. The total number of focus group participants was 14 bachelor’s and master’s degree students. The focus groups consisted of students belonging to the first- and second-generation migrants from among ethnocultural groups with high ethnodemographic dynamics in the Krasnoyarsk Territory. The study showed the need for special programme activities for adaptation and integration of students belonging to the second-generation of migrants into the multicultural university community

Modification of Calgary Cambridge for Indonesian medical students: Communication guidelines

Effective communication skill applied by doctors in the doctor-patient consultation process becomes one of important factors that can improve the consultation outcomes such as patient satisfaction, adherence to treatment and recovery process. However, effective doctor-patient communication is rarely applied in practice. Limited consultation time, patient overload, doctor burnout, and poor communication skills are among the factors that cause ineffective doctor-patient communication process. This study aimed to develop a new effective communication guideline for doctor-patient communication in Indonesia by modifying the Calgary Cambridge medical interview guide. This study uses qualitative approach within four stages: expert panel, student panel and focus group discussion, expert review, and trials. Informants were chosen purposively. Three points of high category, 24 points of middle category and 44 points of low category are resulted from expert panel stage which consists of specialist representatives from 12 clinical divisions in Dr. Moehammad Hoesin central public hospital (RSMH), Palembang, South Sumatera, Indonesia. The high and middle category were discussed by two groups of internships doctors in RSMH in student panel and focus group discussion (FGD) session. The results were validated by a doctor-patient communication expert (expert reviewer) and then tested by the internship doctors through role play at the trial stage. The final result yields eight main points and eleven effective tips of the Calgary Cambridge Guide checklist modification with five to six minutes effective consultation time. This modified guideline is appropriately applicable for doctor-patient communication in daily consultation in Indonesian practical, social and cultural context.

Design and evaluation of a learning assignment in the undergraduate medical curricula on the four dimensions of care: a mixed method study

BackgroundChronic and palliative care are rapidly gaining importance within the physician’s range of duties. In this context, it is important to address the four dimensions of care: physical, psychological, social, and spiritual. Medical students, however, feel inadequately equipped to discuss these dimensions with the patient. To bridge this gap, a new assignment was developed and implemented, in which students talked to a chronic or palliative patient about the four dimensions of care during an internship. This study, reports the evaluation of this assignment by students and teachers using a design-based approach.MethodsMixed methods were used, including a) student questionnaires, b) student focus groups, c) teacher interviews, and d) student’s written reflections. Two researchers performed analyses of the qualitative data from the focus groups, interviews, and written reflections using qualitative research software (ALTLAS.TI). Descriptive statistics were computed for the quantitative data using SPSS 21.0.ResultsStudents and teachers valued talking to an actual patient about the four dimensions of care. Reading and providing peer feedback on each other’s reports was considered valuable, especially when it came to the diversity of illnesses, the way that patients cope and communication techniques. The students considered reflection useful, especially in the group and provided it was not too frequent. All the dimensions were addressed in the interviews, however the spiritual dimension was found to be the most difficult to discuss. The analysis of the written reflections revealed an overlap between the social and spiritual dimensions. Students pay a lot of attention to the relationship between the illness and the patient’s daily life, but the reflections do often not show insight in the potential relationship between the four dimensions and decisions in patient care.ConclusionsDuring internships, medical students can practice talking about four dimensions of care with a chronically ill or palliative patient. Due to the format, it can be implemented across existing internships with relatively little extra time and effort. Reflection, peer feedback, and group discussion under the guidance of a teacher are important additions.

Teachers and students’ views prior to introducing inquiry-based learning in Qatari science and mathematics classrooms

Teachers and students' dispositions have a major influence towards the introduction of inquiry-based learning (IBL). In this study we present analysis of pre professional development interview data from teachers (n = 16) and student focus groups (n = 96) as part of a larger project to promote IBL in Qatari middle school mathematics and science classrooms. Teacher and student responses suggested contrasting perspectives related to stress factors and goal orientations. Implications of the findings suggest the need to consider teacher and student subjectivities in transforming teaching practice.

ACTIVE LEARNING METHODS IN STUDIES: STUDENTS’ OPINIONS AND EXPERIENCES

Rapid changes in education and pedagogy are related not only to the global crisis caused by COVID-19, but also to other changes determined by globalization and technological convergence—labour mobility, changes in different professions and changes in teacher–student relations—that are also affected by intergenerational differences. Changes in the pedagogical paradigm, which are included in the content of the Paris Communiqué (2018) and outlined in many important educational development and planning documents, emphasise students’ transition from being mere recipients of information to being participants actively engaged with new information in a learning environment. Following the identification of problems with a less frequent use of active participation methods in higher education, the University of Latvia implemented an Erasmus+ project entitled Entrance to Future Education (2017–2019). In this project, the authors summarized modern, inspiring, interactive, active engagement-oriented teaching/learning methods in higher education. During the project, several student focus groups were formed to discuss students’ experiences with active engagement methods in studies, and a handbook with various student active engagement methods and games was created. In 2020, 106 students from different Latvian universities were surveyed about their understanding and experience in relation to these teaching methods in their studies. The results showed that, according to students, attitude and ardour are essential for engaging students with enthusiasm and interest in the study process. The results of the survey show the varied experiences of students, as well as different understandings of active learning methods. Students noted that they most often experienced various group projects in studies, presentations and various tasks outside the classroom, but relatively rarely used such methods as creative video making, active use of game elements and constructive feedback from peers

Biological requirements or social expectations? Entanglements of sex and gender in nutrition policies in Ontario secondary schools

Objectives: An increasing number of nutrition policies have been implemented in Ontario schools as part of a concerted effort to address students’ well-being. This article explores understandings of biological differences in nutrition requirements between young men and women and the extent to which these differences are (re)produced in social eating behaviours and food pedagogies. Setting: A suburban school (grades 9–12) located in the Greater Toronto-Hamilton Area in Ontario, Canada. Method: Critical policy analysis combined with 13 focus groups of students (13–18 years old) in one Ontario school. A biopedagogical lens was used to analyse how young people develop and deploy their own reasoning and question the messages they receive about expected behaviour. Results: Focus group discussions suggest that dominant discourses and constructions about sex/gender are reproduced within the school environment, which has implications for the effectiveness of nutrition policies in schools. Furthermore, differences between young men and women’s eating behaviours were found to be contradictory to biopedagogical instructions from educational institutions and governmental agencies. For some young people, the pedagogical messages received are limited in their effectiveness because young people have not been convinced that it is worth risking their social status or because their content is contrary to messages received from media or their peers. Conclusion: Incorporating student voice in the creation of educational policy will assist health educators and school officials to understand sex/gender influences on the behaviour of students in terms of financial considerations, peer influence and social image. Optimising student voice to understand how they themselves may contribute to the implementation of policies will in turn increase the policies’ effectiveness.

Teaching the "how" of transformation.

College and university students are eager to engage with transformative solutions to the climate crisis, but often struggle to see openings or possibilities where they can leverage their actions and really “make a difference.” While climate change education often focuses on the physical dimensions of climate change and the evaluation of political, technological, and behavioral solutions, less attention has been directed to questions of how large-scale transformations to sustainability occur and how educators can help students to perceive an active role for themselves in these efforts. This paper describes an integrative learning process for teaching the “how” of transformation. This process, which we use in our undergraduate courses on climate change and society, combines the “Three Spheres” model of transformation with an active learning change experiment. A pilot assessment, conducted via student surveys and focus groups during spring semester 2020, indicated that the learning process: (1) increased the students’ understanding of transformation and their sense that transformative change is possible; (2) enhanced the students’ sense of their own agency and ability to make a difference; and, (3) helped students to articulate a role for themselves in processes of transformative change. These initial findings suggest that teaching the “how” of transformation is possible and that both understanding and experiential realization of the connection between individual and collective change are vital elements for student learning and engagement. While these early findings need to be replicated in other courses and educational settings, they offer promising indications about how universities and climate change educators can play a more prominent role in generating transformative change.

Moving beyond the transmission of knowledge in the lecture hall: a self study

In this paper, a teacher educator discusses her experience of professional learning through self-study. The author found the transition between being a classroom teacher and teacher educator challenging, as has been noted in recent literature. Thus, she decided to embark on a self-study, which was focused on the enhancement of her teaching so that she was not merely transmitting knowledge to her students about the teaching of literacy. Data was gathered using a range of qualitative methods including reflective journals, peer observations, and student focus groups. Themes emerged from the data relating to the importance of activating prior knowledge in learning, the necessity of creating dynamic lecturing spaces and the need to share learning while learning in a university lecture hall. As a self-study, this paper is highly contextual but is intended to provide valuable insights into teaching and learning in higher education.

Promoting Physiology Integration through Alignment of Learning Objectives and Formative Assessments

It is important that students learn about the causative relationships of physiological variables to successfully integrate smaller concepts into larger frameworks. In a first-year medical school physiology, students were introduced to core concepts in physiology, evidence-based study techniques and critical thinking exercises to help students with integration of physiological concepts into frameworks. To understand how well students were able to achieve this skill-set and measure their engagement in a first- year medical physiology course, a survey and focus groups of students were conducted. The students received a link to an online survey with questions adapted from the Student Engagement Survey (Hopper, 2015). The survey included questions on studying habits and class attendance. After finals, students were invited to participate in focus groups about their class experience. A qualitative researcher moderated the focus groups, recorded responses and analyzed the narrative data. Of 175 students, 95 completed or partially completed the anonymous online survey. Results from the Student Engagement Survey were comparable to those reported by Hopper (2015) and serve as a baseline for future study. Student engagements scores were correlated with students reporting consistent completion of critical thinking exercises based on learning objectives. From the class, 14 students participated in 4 focus groups; focus group participants were mostly women (11 of 14) and most attended class in-person (13 of 14), which was not a requirement of the course. The students overall had positive impressions of the class and many focus group participants said they enjoyed the subject material. However, participants also said they had difficulty understanding how concepts fit together. Thus, the students involved in the focus groups indicated that integration could be improved. Future work is needed to help students with integration. This will be important for adequately preparing medical students for success. Hopper MK. Assessment and comparison of student engagement in a variety of physiology courses. Adv Physiol Educ 40: 70–78, 2016. doi:10.1152/advan.00129.2015.

Growing and Sustaining a Nationwide Course‐based Undergraduate Research Experience (CURE): Genomics Education Partnership Enhances Research Opportunities at Diverse Institutions

The Genomics Education Partnership (GEP) is a community of practice focused on integrating genomics research experiences into undergraduate curriculum and supporting faculty in this endeavor. Founded in 2006, GEP has grown to over 100 participating two-year and four-year institutions and introduced thousands of students to eukaryotic gene structure, comparative genomics, and genome evolution. GEP members contribute their expertise and enthusiasm to the community through four committees: science and IT, curriculum development, assessment, and professional development and mentoring. Digital communication tools facilitate collaboration in this geographically distributed community while regional nodes enable the development of local initiatives. Our education research is focused on student experiences, attitudes, and learning gains in the CURE setting. An important dimension of CUREs that distinguishes them from the traditional laboratory classroom is iteration: students have opportunities to make mistakes and re-do (Auchincloss et al, 2014). The scaling of undergraduate research from an apprentice model to the classroom, however, poses a major challenge for faculty, creating the need to provide feedback to a large number of inexperienced student researchers. We find that custom bioinformatics tools provide rapid feedback to GEP students and allow for iterative revisions of student projects. Student surveys and focus groups reveal that bioinformatics CUREs foster “formative frustration,” whereby students can safely fail in their original analysis, adjust, recover, and succeed; students value this experience. During the COVID pandemic, GEP has provided an authentic research experience that can be delivered remotely. Bioinformatics resources are available online, as are GEP virtual tutors. Thus, GEP is a viable option for undergraduate research projects even for online learning. We are expanding our repertoire of scientific projects. GEP has partnered with Galaxy to develop G-OnRamp, an open-source platform for constructing UCSC Assembly Hubs and JBrowse/Apollo genome browsers to facilitate collaborative annotation of eukaryotic genomes. These tools allow us to include investigations of the evolution of venom in parasitoid wasps and an investigation of the evolution of genes in Drosophila biochemical pathways. We seek to grow our network of faculty and to increase the diversity of our community by making a variety of training opportunities available, including online mentoring via the QUBES platform and regional node workshops. We have created a supportive community of faculty and welcome new colleagues (no experience necessary!) eager for the challenge of bringing genomics research to undergraduate students at all levels. Faculty interested in joining the GEP can contact us at http://gep.wustl.edu/contact_us.

An innovative and authentic way of learning how to consult remotely in response to the COVID-19 pandemic

ABSTRACT Medical students preparing to undertake general practice (GP) placements need to be equipped with the unique skills required to successfully utilise and adapt to current and emerging remote consultation modalities used in primary care and integrate this into their day-to-day clinical practice. Medical educators needed to flexibly and quickly cater learning to the evolving landscape. A three-hour teaching session was devised to be delivered to 50 students online via Microsoft Teams™ and facilitated by five general practice tutors in groups of 10, prior to students’ GP placements. In pre-assigned pairs, students undertook two role-play scenarios for the main remote modalities of telephone and video-consultations. E-consultations were explored via discussion of simulated encounters. The authentic technology pertinent to each modality was used; this included a training version of NHS Scotland’s Near Me IT platform for video-consultations, the students’ own mobile phones for telephone consultations and simulated PDFs generated using the e-consultation facility. Teaching was evaluated via a student focus group pre and post placement. Student feedback was positive. The session prepared them for their placement and increased their confidence. They suggested this teaching be incorporated earlier in the medical school curriculum. They appreciated learning with the same IT platforms used on placement. Some students had no prior experience of remote consultations and subsequently were expected to undertake independent remote consultations almost immediately upon arrival. Careful design of challenging scenarios mirroring common GP presentations via remote modalities can increase student preparedness and confidence prior to GP placements during the COVID-19 pandemic.

Student voice and its role in creating cognitive dissonance: the neglected narrative in teacher professional development

ABSTRACT Central to criticisms of teacher professional development is an insufficient focus on its impact including minimal evidence of changes to practice coupled with inadequate emphasis on student outcomes. This year-long study of one case study school investigates the impact of a seven-month professional development initiative designed to support teachers in implementing a reform approach to mathematics teaching. Data sources include teacher interviews, lesson observations, student focus group interviews, and document reviews. Findings suggest initially impoverished mathematics experiences that later begin to show signs of enrichment. Students’ insights into changing practice indicate that students want to be challenged more in mathematics and experience this challenge in inclusive learning environments where all students are valued and supported. A key finding is the effectiveness of student insights in increasing teachers’ engagement with the professional development initiative and in motivating teachers’ engagement in, and commitment to, the reform process. These findings highlight the complexity of the teacher change process, in particular, how cognitive dissonance plays a key role in changing practice. Central to creating this cognitive dissonance were students’ insightful perspectives about learning mathematics. This research contends that student voice can provide unique context-specific insights yet is under-utilised in professional development theory and practice.