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Learning diaries - Morris & Tolland

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Presented at LILAC 2019

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Learning diaries - Morris & Tolland

  1. 1. Learning diaries: Engaging students as partners in online learning design Delyth Morris Aidan Tolland, Rebecca Mogg, Amanda Bennett
  2. 2. PGT student demand for dedicated study skills support led to the development of ‘Writing at Postgraduate Taught Level’ online tutorials https://xerte.cardiff.ac.uk/play_4353 How it all started
  3. 3. 2017-18 project Evaluate the tutorials Explore how they could be integrated into the curriculum Barriers to academic skills development
  4. 4. Methods Literature review Focus group with academic staff (7) Open-ended survey of Professional Services staff (18) Survey of PGT students in the Business School (66) Learning diaries (51 participants and 60 diaries completed)
  5. 5. What are learning diaries? Combination of focus group, semi-structured interview and diary study Enable students to reflect on the tutorial in relation to their previous experience of academic work Gather detailed feedback from a wide variety of individuals Identify areas of the tutorials that were difficult to understand
  6. 6. Using the learning diary method Participants invited to attend a workshop and to complete a ‘learning diary’ for one tutorial Spring semester 51 full time students from Chemistry, engineering and education
  7. 7. Findings: summary of responses Response type Tutorial Understanding your assessment task Academic writing Finding sources Evaluating information Critical arguments Citing and referencing Positive responses 44.9% 49.7% 50.2% 40.4% 47.8% 57.4% Negative responses 6.6% 6.4% 8.1% 13.2% 8.8% 4.9% Suggestions 22.1% 29.9% 30.8% 39.7% 34.6% 22.1% Neutral or blank 24.3% 14.4% 14.5% 7.4% 10.3% 14.7%
  8. 8. Findings: themes Theme Occurrences Theme Occurrences Additional content 92 New information 22 Tutorial key areas 92 Visual improvements 22 Problems with the tutorial 71 Level of tutorials 20 Advertising 52 Exercise improvements 18 Subject specific content 42 Suggested exercise 18 Challenging areas 23 Learning difficulties 10 Timing 22 Academic involvement 9 Tutorial structure 22
  9. 9. Findings: embedding the tutorials Framework advises on how tutorials could be used: For additional support As a pre-requisite To supplement or replace face-to-face teaching
  10. 10. Strengths Detailed feedback from a large number of students in real time Gained valuable input from students into how the tutorials could better meet their needs Students able to express their opinion without being influenced by other participants Possible to compare feedback amongst groups to spot patterns of requirements Limitations Difficult to clarify ambiguous feedback Lack of opportunity to observe students completing tutorials Participant recruitment
  11. 11. What next? Launched revised suite of tutorials incorporating student feedback in December Better promotion of the tutorials Work with Schools to embed / re-purpose the tutorials for use at curriculum level Develop further study skills based on the good practice identified
  12. 12. Questions?
  13. 13. Delyth Morris Medical Subject Librarian and Systematic Review Consultant Cardiff University Email: MorrisD13@cardiff.ac.uk Telephone: 029 20 688150 Twitter: @DelMorris

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