Action research and reflection on student approaches to learning in large first year university classes

Abstract

This paper presents an action research approach to exploring methods of improving the learning styles and outcomes of first year university students within large class environments. The genesis of this project stemmed from an observation that entire tutorial groups were often lethargic in their approach to learning. Following a survey of learning styles, students were exposed to more student-centric teaching styles within tutorial groups, with a view to encouraging deeper student learning and self-regulated learning behaviours. Although the project was successful in motivating students' participation in class activities, no noticeable change to a sustained deeper learning style became evident. The findings suggest that simply motivating students to participate in class does not necessarily alter overall learning styles, at least in the short term. This suggests that the process of "unlearning" previous learning styles may pose a significant problem for instructors and it appears likely that the process of changing from surface to deep learning may require more than a single course intervention. However, there is some evidence that student-centred and self-regulated learning results in a more positive learning experience for both students and teachers. The article concludes with a model of proposed relationships uncovered by the research which deserve further exploration in the quest to provide greater levels of student satisfaction with their higher education experiences.

Exploring the Experiences of Faculty-led Teams in Conducting Action Research

“…The fact that it was such a motivating experience prompted team members to continue to engage in the action research process. Other action researchers, such as Herington and Weaven (2008), described similar findings. They used action research as an approach to exploring methods of improving the learning styles and outcomes of university students and found "the experience to be both challenging and rewarding" (p. 126).…”

“…There are a large number of these studies authored by individual faculty investigators, all focus on a description of the project and the student learning outcomes (e.g., Ham & Davey, 2005;Herington & Weaven, 2008;Raubenheimer & Myka, 2005;Walser, 2009). While, in this study, we also describe the project conducted by each team, we take a broader view than these studies in that we are also interested in the individual's experience of the research process itself and of teamwork.…”

The Effect of Large Classes on English Teaching and Learning in Saudi Secondary Schools

“…11;2013 learning outcomes, many teachers attempt to improve their level of teaching by employing multiple techniques such as team teaching, group work, reduce the workload and utilize whole class discussion. Chen (2005); Yazedjian et al (2007) and Herington & Weaven (2008) confirm that forming small group of students help to reduce the noise, save the time of performing a certain activity and allow teachers to concentrate on small numbers of groups instead on focusing on many individuals. It is also a useful technique to bring the distractions to its lowest limit by involving every student in the learning process.…”

“…Other scholars have also emphasized the importance of students' evaluation as a way of promoting the learning level (Blatchford et al, 2003;Al-Jarf, 2006 andHerington &Weaven, 2008). Shepard (2000) reiterates this idea by stressing that assessing and evaluating students is a significant tool to the teaching and learning process, that:…”

Changing the Departmental Learning Culture to Enable Student-Centred Learning in Large Classes

“…Reflection on their work should thus become habitual and part of student practice in and outside the classroom (Herington & Weaver 2008). Without reflection on assessment tasks, learning does not take place (Mezirow 1990).…”