Module Leaders Research Articles

Exploring the value of PGRs who teach (PGWT) in supporting undergraduate students’ sense of belonging: A Student Staff Partnership Project

The aim of this research was to explore the impact of interactions between undergraduate students (‘students’) and the postgraduate researchers (‘PGWT’) who teach them, on students’ sense of belonging. Meaningful interactions between staff and students have been identified as a key aspect of students’ sense of belonging. The unique space that postgraduates who teach occupy- both student and teacher- is widely recognized in the literature and through this dual role PGWT can provide a valuable bridge between students and academic staff. Due to the nature of their teaching - which is typically small group teaching characterised by proximity and informality - opportunities can arise for discussion of matters from the wider student experience beyond the curriculum. Activity-oriented focus groups were conducted with module leaders, PGWT and their students in the School of Sport, Exercise and Rehabilitation Sciences at the University of Hull to explore each groups’ perspectives, and the results were thematically analysed. Findings show that whilst students didn’t explicitly recognize or use the term ‘belonging’, through resonance, rapport and academic enrichment PGWT created environments which aligned with definitions of belonging, including building meaningful relationships, contributing to the student experience, and creating informal spaces where students discussed both learning and personal matters. PGWT were relatable, providing authentic examples and being role models. Our findings suggest that being a teacher enables PGWT themselves to feel part of, and that they belong in, the University community. This research adds to the literature on students’ perceptions of PGWT and provides recommendations for future practice.

A Department-Wide Transition to a New Mode of Computer-Aided Assessment Using STACK

AbstractWe focus on the integration of STACK—a Computer-Aided Assessment (CAA) technology—in the mathematics department of a high-ranking University in the United Kingdom. We study a department-wide project where instructors were expected to implement STACK into continuous assessment tasks for (nearly) all core modules across the first two years of undergraduate study. We present this work as a departmental case study, drawing on semi-structured interviews with six novice STACK assessment designers (and module leaders), supplemented by students’ responses to an open-response feedback questionnaire, and the reflections of a co-project lead (also first author). Our thematic analysis identified four themes related to the design of STACK-based assessments by novice to STACK tutors: the process of ‘STACKification’, technical challenges, users’ perspectives on the role of CAA, and finally, variations in assessment designers’ approaches to the role of feedback. In presenting our results, we are guided by Sangwin’s (2013) design principles for mathematics assessment. We consider various technical aspects of implementing STACK-based assessments as a first-time user, and the knowledge required to do so effectively and coherently. We conclude with a series of reflections on the role of CAA in undergraduate mathematics, and the ways in which such technology can be productively integrated with established practice.

Twenty-one Years of Undergraduate Medical Student Research Training at the University of the Free State (UFS), South Africa

Abstract Introduction Since 2001, undergraduate medical students at the University of the Free State (UFS), South Africa, plan, perform, and report on their research projects during semesters 2–5 of their ten-semester training. We describe the research modules and review the projects of the first 21 years. Methods This cohort study included all undergraduate medical student projects that formed part of the first 21 presentations of the research modules. Information was obtained from material archived by the module leaders. Students’ 2020 feedback on the modules was summarised. Results In total, 607 projects were planned (range 22–35 per year) and involved 229 supervisors. Only four projects were not completed. Thirty-nine Faculty departments/divisions/units provided supervision with Family Medicine, Internal Medicine, and Paediatrics and Child Health each supervising 60 or more groups. Projects were predominantly quantitative (99.7%); only 4.9% of projects involved an intervention or experiment. Main topics were infectious diseases (10.5%), mental health (8.9%), and cancer (8.7%). Data subjects were mainly patients (61.9%) and undergraduate students (12.0%), and data collection was mostly performed at the faculty’s training hospitals or laboratories (71.4%). The most positive aspect indicated by students was the exposure to and learning about research; the most negative aspects were group work and supervisors. Conclusion The projects received support from a broad spectrum of supervisors and covered a wide variety of topics. Given the timing of the projects in the training programme, the mainly quantitative and observational nature of the projects was appropriate. Attention to supervision and group work is required.

Propelling Student Engagement in Blended Learning Courses

This paper looks at the realities of Blended Learning – a continuing and complex change across education that needs more research in order to develop best practice and maximise student engagement. Using a mixed methods approach, the explanatory factors of the level of student engagement in a respected English Higher Educational Institution are explored. By calculating how many days within the semester the median student accessed the Virtual Learning Environment [VLE] per module [n=562], each is categorised as having ‘High’, ‘Medium’ or ‘Low’ student engagement. The outcomes are supplemented by a thematic analysis of semi-structured interviews with Module Leaders. The results suggested that engaging Blended Learning courses have a higher number of formative assessments, more recordings available, are delivered in a way that is best suited for the student cohort (whether that be remote, in-person or hybrid), and have resources on the VLE of a higher quality than quantity. To maximise student engagement, Module Leaders should interweave active learning and didactic teaching in their seminars and lectures, have a high level of enthusiasm for the subject material, and have a strong ability in the educational technology available to them. It can be concluded that in transforming the way Module Leaders build and deliver their Blended Learning courses, we may create a shift towards a higher level of student engagement. There are important lessons here for senior leaders in terms of how they understand Blended Learning, how it relates to their values and vision and what strategies they might use to encourage and plan for best practice.

Personalised learning paths for information literacy using Canvas MasteryPaths

This project report describes using MasteryPaths in the Canvas Virtual Learning Environment as a method of helping improve the information literacy (IL) competence for undergraduate science students studying in their first year at university. The MasteryPaths incorporated a series of formative quiz assessments on referencing and finding and evaluating information, which depending on the students’ initial score directed them to further enrichment or support materials. Four degree courses (Biology, Forensics, Biomedicine and Sport) each included the MasteryPaths in a first-year module in 2020/21, which were available in Canvas following face-to-face IL sessions. Focus groups were conducted with students, and interviews were carried out with two module leaders to explore perceptions of the MasteryPaths design and effectiveness for IL skills. The article provides insight into how online, self-paced, IL formative quiz assessments can be developed in a way to motivate and engage students in their learning.

Critical reflections on teaching in a UK university during a pandemic

Module leading can be challenging at the best of times, more so during a pandemic. In this essay, we reflect on our professional experience as module leaders and academics. More specifically, we reflect on the role of emotional regulation, coaching and group work in learning and teaching at university, as well as the balance between offering students support and helping them become independent learners and take responsibility for their studies.

Developing interactive oral assessments to foster graduate attributes in higher education

Interactive oral assessments demonstrate potential to develop graduate attributes such as critical thinking, professional communication and collaborative skills in students through authentic simulation of workplace scenarios. This study captured the design, delivery and evaluation of interactive oral assessments across three programmes – occupational therapy, nursing and air transport management – in one university. A four-step Model to Build Authentic Assessment was used to design the assessments. Quantitative and qualitative data collected from 158 students, five assessors and three module leaders were analysed for a basic evaluation of the fidelity of interactive oral assessment implementation across different contexts and to explore the experiences of faculty and students undertaking the assessments. Fidelity was considered in terms of: (i) whether students could express their individualised responses, (ii) if they perceived the assessment to be authentic, and (iii) if it helped them gain professional knowledge and skills. In all the developed assessments, each of the three aspects were somewhat evident, evident or clearly evident. Qualitative findings suggested the interactive oral assessments reflected real-world expectations, promoted deep learning and offered a quality learning experience. From these results, practical suggestions for how faculty can self-assess their readiness for implementing interactive oral assessments are offered.

Instructional Leadership and Role of Module Leaders

Leadership plays an important role in an educational establishment as they help to manage the day-to-day activities. Instructional leadership has always played a distinct role in higher education as the role of instructional leadership was always to influence on effective teaching and learning processes. The purpose of this research is intended to identify the role of instructional leadership, including the relationship between instructional leadership and the role of module leaders in higher education using their own institution as a case study. The author conducted a small scale semistructured interview where two programme leaders were selected from the School of Business and Health and Social Care and were approached directly by sending formal email and also over the phone and asked if they were willing to participate. Research findings suggest that instructional leadership enables the programme/module leaders to establish a shared belief around the learning and can improve the learner’s achievement.

Current and Future Online and Blended Learning Provisions

This paper explores existing definitions and models of online and blended learning within the academic literature to ascertain the key elements (and different modes) of online learning and teaching provisions. These are compared with current online learning provisions within one higher education institution (HEIs) in the UK, to identify potential areas of gaps within GCU online provisions. Empirical data was collected from 42 participants including senior managers, learning technologists, and programme and module leaders and students, from across three different programmes in the University. The study sets out key characteristics and different modes of online L&T and recommendations for developing future online learning environments.

Underlying structures of power in online learning: Lessons from early adopters

This paper explores underlying power structures in an online learning environment through the lens of the community inquiry framework. By drawing on interview data from 22 students and 12 module leaders across three programmes at one higher education institution (HEI) in the UK, the study explores how technology enhances or inhibits cognitive presence, teaching presence, and social presence in an online learning environment. The results show that the pedagogical or psychological characteristics and approaches to online learning can enhance learners' experience or silence them, diminishing their experience in an online learning environment. This paper's core argument is that online learning occurs in a virtual space aided by 'technology' in which learners can access, engage, and interact within a community for a meaningful learning experience. However, a degree of bias can arise from the asymmetries of power underlying a technology-aided environment. This bias is shaped by 'access' to the online environment, 'skills, and expertise needed to take advantage of opportunities in the virtual environment, the nature of 'curriculum design' and module 'delivery plan' that determine learners' ability to become reflective autonomous learners. These biases have the potential to enhance or inhibit the student learning experience. The paper sets out what this means within the broader context of higher education policy and practice.

Simulation as an educational strategy to deliver interprofessional education

Background. Various educational methods are available to deliver interprofessional education (IPE) to prepare healthcare students for collaborative practice. One such method is simulation-based health education. Objectives. To identify current IPE methods used in undergraduate programmes in the Faculty of Health Sciences at the University of the Free State, Bloemfontein, South Africa, and to determine the opinions of module leaders on using simulation as a particular IPE teaching strategy. Methods. A quantitative, cross-sectional descriptive study design was employed. Structured interviews were conducted with 47 module leaders of the undergraduate programmes in the Faculty of Health Sciences. These programmes cover 66 modules in the Schools for Allied Health Professions (nutrition and dietetics, occupational therapy, physiotherapy and optometry), nursing and medicine. Results. At the time of the study, IPE activities were used in 29 (43.9%) of the modules, of which 17 (58.6%) were coincidental. Respondents’ opinions on the potential use of simulation to address formalised IPE activities included the challenge of ‘scheduling’ (73.9%) and ‘logistical and high cost issues’ (19.6%). The most prominent advantage that was foreseen (41.3%) was better clarification of roles among the different professions. Conclusions. The module leaders had a positive attitude towards simulation and its potential use for IPE, with their major concern being logistical challenges. To improve role clarification, a scenario should be developed to engage students from all the relevant professions. The proposed type of simulation was to use standardised patients in a role-play scenario. The outcomes of these activities should be aligned with the principles of IPE.

Educational goals, assessment preferences and approaches to learning of MBA and MPA students in Singapore

This study seeks to examine the educational goals, learning approach, and assessment preferences among part-time Master of Business Administration (MBA) and Master of Professional Accounting (MPA) students in Singapore. The quantitative study uses a questionnaire that employs a revised two-factor study process questionnaire (R-SPQ-2F) to identify students’ approach to learning, and the adapted Assessment Preference Inventory (API) to examine students’ preferences to different assessment types and tasks. The sample comprises 101 students (55 MBA and 46 MPA students) from various age groups, of which 57 are male students. The results of this study showed that educational goals relating to career advancement/enhancement and improved knowledge and skills were the key motivational factors that lead students to pursue postgraduate studies. When it comes to approaches to learning, students generally reported adopting a deep learning approach. This approach to learning was also evident in the assessment preference where they preferred assessments that required problem solving and application of materials learnt during the course. Among the five assessment types, respondents have a strong preference for individual assignments and showed least preference for exams. However, there was no significant difference in the preference for any of the assessment items/format among gender and age groups. The findings in this study can inform curriculum redesign for both programmes to suit the needs of existing students and also to increase their appeal to prospective students. The respondents’ views on their learning approach and assessment preferences allow instructors and module leaders to rethink the teaching pedagogy and current assessment structure that favour assignments in order to improve students’ learning experience.

The potential for student performance prediction in small cohorts with minimal available attributes

AbstractThe measurement of student performance during their progress through university study provides academic leadership with critical information on each student’s likelihood of success. Academics have traditionally used their interactions with individual students through class activities and interim assessments to identify those “at risk” of failure/withdrawal. However, modern university environments, offering easy on‐line availability of course material, may see reduced lecture/tutorial attendance, making such identification more challenging. Modern data mining and machine learning techniques provide increasingly accurate predictions of student examination assessment marks, although these approaches have focussed upon large student populations and wide ranges of data attributes per student. However, many university modules comprise relatively small student cohorts, with institutional protocols limiting the student attributes available for analysis. It appears that very little research attention has been devoted to this area of analysis and prediction. We describe an experiment conducted on a final‐year university module student cohort of 23, where individual student data are limited to lecture/tutorial attendance, virtual learning environment accesses and intermediate assessments. We found potential for predicting individual student interim and final assessment marks in small student cohorts with very limited attributes and that these predictions could be useful to support module leaders in identifying students potentially “at risk.”

Planning simulation space needs in uncertain contexts

IntroductionKing’s College London delivers simulation-based education to approximately 5500 different students who use a Simulation and Interactive Learning (SaIL) centre which was designed for significantly different needs. The management team...

REVIEW ON THE DELIVERY OF GENERAL STUDY SKILLS MODULE: A TUTORS’ EXPERIENCE

Teaching delivery is an approach based on professional identity that creates a distinct classroom culture. Delivering General Study Skills (GSS) as a core modules in the Faculty of Foundation Studies (FFS) of Gulf College (GC) combines the difficulties of teaching with institutional expectations and students’ demand for quality instruction. This study aimed to assess the delivery of GSS module and its impact on the module outcomes for General Foundation (GFP) students. It also identified gaps in the delivery of the module that contributed to the performance of the students and came up with suggestions for improvement that would help programme leaders and module leaders modify the module descriptors and device teaching and learning activities (TLAs) suited to the level of the students. Looking at the module outcomes, of 325 students who took GSS for the Second Semester of AY 2017-2018, there were 237 or 69.8 percent passed the module and 66 or 20.4 percent failed. Of the total number of students, 32 or 9.8 percent did not submit the requirements for the module or no attendance at all. Using a Focused Group Discussion (FGD) among the participants, the researchers found six (6) important themes such as student’s motivation, students’ capability, challenging role, patience, heavy assessment methods and level of difficulty. In student’s motivation, the students are not serious in their studies and they are not attending their classes regularly as most of them are working students; in students’ capability, the students faced difficulty in understanding the lessons and can’t cope with the requirements of the module due to inability to understand English language; in challenging role, the teachers need to focus on teaching the basic of research as the modules requires a research-based outputs. A big challenge is that the tutors are expected to deliver the module in such a way that students should be able to come up with a portfolio containing 800 to 1,000 words research based written report subject for turnitin. Patience of the tutors is challenged in handling this module. Despite of this challenge, GSS tutors were able to transfer learnings as far as the required learning outcomes are concerned. They believed that patience played a vital role in teaching this module that helped a lot to deliver the module with maximum efficiency; in assessment method, three heavy assessments are expected for students which they find it difficult as it requires a lot of time, preparation and research skills. Thus, the tutors are challenged to meet a 100 percent module. The module’s level of difficulty is too high to the students’ level of intellect. Considering that, the students are still in the foundation level, yet they were bombarded with research-based activities which is already done by the undergraduate students in their terminal courses. GSS as one of the core modules of GFP is difficult on the part of the students. It implies that the module needs to be reviewed in terms of its expected learning outcomes, module assessment, teaching and learning activities. In addition, students’ level of communication skills and attitudes towards their studies need to take into consideration. To address the gaps, FFS with its Programme and Module Leaders should review the current curriculum of GSS to meet the desired outcomes. The module descriptors should need to be redesigned in such a way that it should meet not only the OAAA and the partner university requirements but also the needs of the GFP students. The teaching and learning activities (TLAs) particularly the activities included in the portfolio need to be reviewed and lowered its level of difficulty. Article visualizations:

Embedding constructive alignment of reading lists in course design

Reading list practices are long-standing but cause confusion and misunderstanding between module leaders and students. Constructive alignment (Biggs and Tang, 2011), although widely applied in course design across the UK Higher Education sector, has not previously been applied to the practice of reading lists but offers a practical and pedagogically sound method for reinventing reading list practice and bridging the gap of understanding between the intentions of module leaders and the interpretation of students. The module leaders of seven modules were offered the support of a project led by Oxford Brookes Library to redesign their modules so that the reading lists were constructively aligned with the learning outcomes of the modules. After an initial run of the redesigned modules the module leaders were asked whether they would embed the practice of constructively aligned reading lists in their modules. Five of the modules were redesigned and continued with the redesign past the initial instance, one of the modules exited the project before it was redesigned, and one of the modules returned to the pre-project module design and reading list practice. The project was successful in embedding constructively aligned reading list practice in Oxford Brookes University modules past the first run of the module, but several barriers to effective learning and teaching were identified with the most significant being a lack of student engagement with the redesigned reading lists. The implication for practice is that constructively aligned reading lists should include an element of summative assessment to increase the chances of student engagement and the successful embedding of constructively aligned reading lists in the design of modules.

The quality of the post academic course ‘management of safety, health and environment (MoSHE) of Delft University of Technology

ObjectiveThis article discusses the rise of European postgraduate courses in safety science and the content and quality of the Management of Safety Health and Environment (MoSHE) course of Delft University of Technology. Materials and methodsLiterature search, document analysis, interviews. ResultsThe different MoSHE years show a varied picture of this post academic program. In the Netherlands the course is unique with a central focus on risk management and sustainability, supported by scientific developments in the areas of safety, health, environment, organizational science and psychology. In all year-groups the quality of the course was assessed with a short questionnaire, collecting opinions of course members on individual presentations and the course as a whole. Quality of the course was regularly discussed through the contacts of the course coordinator with module leaders, and at meetings of course committees, and leading to changes in content of modules. After MoSHE 1 (1989), 14 (2008), and 17 (2012) the courses’ structure, organization and content was changed radically. Only, the quality system of the course remained implicit. Using the model of the European Foundation for Quality Management a first set-up for a quality system is presented.Over the years the academic nature of the program has changed substantially. This is one of the challenges for the future to find a balance between the domains taught and between an academic approach and practical skills. The course could benefit from a greater input of process safety and safety in high-tech-high-hazard sectors.

Critical Pedagogy and assessment in higher education: The ideal of ‘authenticity’ in learning

Current forms of marketisation in university systems create pressures towards purely ends-focused expectations among students and have implications for learning and assessment processes. The potential harm that these trends have on ‘learning’ should be resisted by educators and students alike. Critical Pedagogy approaches offer one way of conceptualising and implementing such resistance in the interests of ‘authenticity’ in learning. However, the issue becomes sharpest at the point of assessment. Here, the ideals of Critical Pedagogy can collide with student expectations of final degree success. By addressing the question of ‘authenticity’ for assessment in relation to Critical Pedagogy, this article explores the challenges posed by this conundrum and draws upon interviews conducted with module leaders who apply recognisably (although not explicitly) Critical Pedagogy principles in their teaching and in the types of assessment they use. The themes that emerged present a picture of the kinds of potential that Critical Pedagogy influenced forms of assessment have for supporting authenticity in learning, as well as the difficulties involved in its application. It also helps to trace out the possible boundaries for further inquiry.

‘Think of the future’: Managing educational change from students' perspectives of an undergraduate sustainable business programme

This paper explores how partnership with students can help sustainability educators with refining the living theory of their practice and improving the implementation of this practice in real world contexts. It draws from the case study of an undergraduate module within a UK Higher Education Institution committed to the Principles for Responsible Management Education (PRME) and that has sought to embody a shift towards more active, student-centred and problem-based pedagogical approaches. The module leaders aimed to draw out a more nuanced appreciation of the knowledge, skills, values, and attributes necessary for business and management graduates to contribute to more sustainable futures. We argue that whilst attempts to reform higher education in this direction are on the rise worldwide, there remains a relative lack of research into the students' perspectives of these Education for Sustainable Development initiatives. Drawing from the applied research work of Swanson and Chermack (2013) and Kim-Eng Lee and Mun Ling (2013), it is argued that robust strategies for listening to students provide a vital praxis lens through which the intended, enacted and lived curriculum can be refined and brought closer together by business school educators.

A Democracy of Children\u2019s Literature Critics? The Opportunities and Risks of Paying Attention to Open Reviews and Mass Discussion

Drawing on the outputs of a wider democracy of online reviewers presents the academic study of children’s literature with opportunities and challenges, and can enhance critical discussion. As it is now easy to locate a large number of online reviews, it is argued that children’s literature studies needs to make room for a wider range of critical voices. This article reports on the work of two cohorts of over a thousand students. Each cohort, in consecutive years, researched online reviews as part of their studies in contemporary children’s literature on a one year part-time module at a distance learning university. Despite the perceived lack of status of non-academic, non-professional critiques, students’ and tutors’ experiences of these tasks showed the value of researching online reviews. This work also allowed for alternative forms of writing and assessment alongside more conventional academic essays, and encouraged students to develop their skills of critical digital literacy. Module leaders recommended basic initial research methods for student use, but for more extensive or larger scale research it will be important to address methodological issues and understand how online reviewer communities operate. Such changes in approaches to teaching and learning also need to take into account the issues surrounding social media usage, ownership and control.