ConvegnoCKBG2014 - Garavaglia, Nigris, Petti & Zuccoli - University student voices from technology to innovation

Elisabetta Nigris, Andrea Garavaglia, Livia Petti, Franca Zuccoli
Dipartimento di Scienze Umane per la Formazione «R.Massa»
Università degli Studi di Milano-Bicocca

University student voices from technology
to innovation

Prof.ssa Elisabetta Nigris
Dott. Andrea Garavaglia
Dott.ssa Livia Petti,
Dott.ssa Franca Zuccoli

elisabetta.nigris@unimib.it
andrea.garavaglia@unimib.it
livia.petti@unimib.it
franca.zuccoli@unimib.it


Theorical background
• "Student voice gives students the ability to influence learning
to include policies, programs, contexts and principles" (Harper,
2000).

• “Over the last 15 years, a way of thinking has re-emerged that
strives to reposition students in educational research and
reform. ...This way of thinking is premised on the following
convictions: that young people have unique perspectives on
learning, teaching, and schooling; that their insights warrant
not only the attention but also the responses of adults; and
that they should be afforded opportunities to actively shape
their education.” (Cook-Sather 2006).


Keywords
rights, respect, attention, response, listening, actively, shape
(Cook-Sather, 2006)

 to authorize Students’ Perspectives (Cook-Sather, 2002).
Not only, but
voice, listening, participation, power, change, reform
 to build your own training (Colsant, 1995; Oldfather et al.,1999;
Sanon, Baxter, Fortune & Opotow, 2001; Shultz & Cook-Sather, 2001)


Student voice as a key factor
• As long as we exclude these perspectives from our
conversations about schooling and how it needs to
change, our efforts at reform we will be based on an
incomplete picture of life in classrooms and schools and how
that life could be improved (Cook-Sather, 2002).
• It is created as a reflection/action aimed at students under 18
years (A. Cook-Sather, 2002; 2009; M.
Fielding, 2006, 2011), particularly in secondary school (CookSather, 2002; Feldman, 2006; Mitra, 2006; Fielding, 2001).

• Some research is also currently being carried out on university
students, abroad (Bradley, Ferguson, Kurland, Simeone, 2014;
Garlick, 2008) and in Italy (Fedeli & Felisatti, 2013; Ghislandi &
Raffaeghelli, 2013).


Methodology
• Mixed method (Creswell, 2003).

• Qualitative research methods, specifically student focus group (Corrao,
2005);

• Quantitative research methods, brief online questionnaire (Zammuner,
1998). Completed by 375 students.
Aims:
to understand which context, role and situation permit to realize the student
voice in university
to define the factors that have allowed the student voice


Case study

Degree Course in Primary Education :
• Online courses: Didactics (attending and non- attending
students) academic years 2011-12 and 2012-13 and Image
Education 2012-13 and 2013-14;

• Analysis of student communities on Facebook


Focus Group
In case of problems…
1.

Confrontation with students in classroom (outside/during
lesson)
2. Confrontation in Facebook Un-official
Keywords (FB): fast, to share information, no control…
3. To get in touch with professors and/or their assistants
4. LMS platform VS Facebook
Kewords : download/upload file, less easy to use


Questionnaire: Problems with these courses
NO

YES, REGARDING TOPIC
COMPLEXITY/INCOMPREHENSION

52.8%

4.3%

YES, REGARDING THE LINK BETWEEN STUDY
WORKLOAD AND DIDACTIC WORK

23.6%

YES, REGARDING EXAM ENTRIES

3.1%

YES, REGARDING EXAMINATION
PROGRAMMES

5.2%

YES, ORGANIZATIONAL AND
LOGISTICAL, REGARDING ENJOYMENT /
PARTICIPATION IN DIDACTIC ACTIVITIES

10.1%


Where have you solved these problems?

IN SOCIAL NETWORK, UN-OFFICIAL GROUP

22.1%

IN STUDENT COMMUNITY

1.8%

IN DOCEBO, IN ON LINE COURSE

4.3%

IN CLASSROOM, OUTSIDE LESSON TIME

IN CLASSROOM, DURING LESSON TIME

24.8%

15.6%

Informal: Social Network + outside lesson
time


Student voice

39.6%
28.8%
25.2%
21.2%

23.6%
19.6%

15.3%
6.7%

6=
totally

5

4

2.1%

3

2

.9%

7.4%

1= not at not able
all
to say

Students Voice in courses
analyzed
59,2% high
SV

7.4%
6=totally

2.1%
5

4

3

2

1=not at
all

Students Voice in Degree
Course in Primary Education
30,7% high
SV


You have solved your problems thanks
to…(1)
32.8%

28.2%
27.0%
15.0%

14.7%

12.3%
5.5%

6=totally

5

4

3

2

.3%

4.6%

1=not at not able
all
to say

Professors or their assistants
47,5%
high SV

16.0% 17.2% 14.4%

8.3%

3.7%
6=totally

5

4

3

2

1=not at not able
all
to say

Tutors of student Community
This percentage is influenced
by less use of old community
on line environment

16% high
SV


You have solved your problems thanks
to…(2)
32.5%
27.6% 26.7%
23.9%
20.6%

12.3%

13.8%

.3%

2.1%

6=totally

5

16.3%
10.7%

1.5% 4.9%

6.7%
4

3

2

1=not at not able
all
to say

Student representatives
2,5% high
SV

Work experience
and workshop
office

6,4% high
SV


Student Communities: a place where
students can talk with university tutor
• In 2005 the Department of Education started research about
the use of online communities to engage students in
discussing university issues and sharing resources (Petti, 2011)
• Communities are course-centred (e.g. Formazione Primaria
Community, Scienze dell’educazione community…)
• The communities are moderated by tutors (ex students
graduated in the same course)
• Teachers are not able to access to community, to allow
students to discuss frankly
• Tutors listen to students’ needs, provide feedback and
sometimes report issues to administrative office


Longitudinal analysis of communication activities in on line
communities: n. of messagges posted from 2005 to 2013
First growth of Social
network in Italy

Facebook in Italy record
more than 10 millions of
users

Communities begin to move
to Official Facebook groups


Longitudinal analysis of communication activities in online
communities: the influence of social network

From October 2013 Community of
Scienze della Formazione Primaria
moves to Official Facebook group
NOW: 266 users and 272 post per
month (prediction for 2014: over
3000 post per year)
From March 2013 Community of Scienze dell’educazione moves to Official Facebook group
NOW: 1055 users and 1300 post per month (prediction for 2014: over 15000 post per year)


A new role for student voices in Italy: the
effects of law n.240/2010 and n.47/2013 on
University administration
• The law n.240/2010 introduces the Joint Committe, a group of professors
and students with the aim of argue for the quality of the courses of each
department or school.
• The law n.47/2013 introduces the draft of quality document called
«Riesame» for each course. The group of authors must include a student
rappresentative as stakeholder
• Every year the member of Joint Committe reflects on issues reported on
Riesame document and make proposal with the aim of increasing the
quality of courses


Topic «Riesame» Formazione Primaria
Students say:
1.
2.
3.
4.
5.

To care in regard different needs
To ensure a parameter of equality
To share study plan
To improve administrative/bureaucracy procedures
To increase a didactics reflection in courses


Conclusions
Technology improves the possibilities for comparison of his own
voice, but ..
• Student voice linked to teacher attitude
• Informal Area: in case of problems, students communicate in Social
Network or in classroom but outside lesson hours

ConvegnoCKBG2014 - Garavaglia, Nigris, Petti & Zuccoli - University student voices from technology to innovation

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