Research Activity and the New Pedagogy: Why Carrying Out Research Is Essential for Effective Learning

Tissington, Patrick A.; Senior, Carl

doi:10.3389/fpsyg.2017.01838

Cited by 6 publications

(5 citation statements)

References 22 publications

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“…This is in line with the Humboldian tradition of HE that sees both student and academic staff members working together for advancement of scientific understanding (Pritchard, 2004). Engaging with ongoing research activity may be one way to develop a sense of a professional community with the student cohort, and this in turn may motivate students to engage further with the on-going governance processes at a university (Tissington and Senior, 2017). However, despite being an effective means to engender the experience of a learning community at the departmental level it is still not known if research activity (or indeed any other kind of potentially relevant activity) is effective in driving sustained student engagement in the wider remit of quality assurance.…”

Section: Introductionsupporting

confidence: 62%

“…By engaging students at the very core of the delivery of their programmes it may also be possible to drive effective learning. Students who feel that they are embedded within the activities of an academic department feel more aligned to their professional identity and subsequently start to develop effective learning strategies that facilitate the emergence of such an identity (Towl and Senior, 2010;Senior and Howard, 2014;Tissington andSenior, 2017 see also Carey, 2013).…”

Section: Introductionmentioning

confidence: 99%

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“The Rules of Engagement”: Student Engagement and Motivation to Improve the Quality of Undergraduate Learning

Senior

Bartholomew²,

Soor

et al. 2018

Front. Educ.

Self Cite

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Studying at university continues to grow in popularity and the modern-day university has expanded considerably to meet this need. Invariably as such expansion occurs pressures arise on a range of quality enhancement processes. This may have serious implications for the continued delivery of high quality learning experiences that both meet the expectations of incoming students and are appropriate to their postgraduation aspirations. Ensuring students become active partners in their learning will encourage them to engage with a range of quality enhancement processes. The aim of the current work is to examine the various factors that motivate students to engage in such a fashion. Three focus groups were carried out in a stratified manner to ascertain student motivations and to triangulate an effective set of recommendations for subsequent practice. The participants consisted of engaged and non-engaged first year undergraduate students as well as student-facing staff who were asked to comment on their experiences as to why students would want to engage as a course representative. Nominal group technique was applied to the emerging thematic data in each group. Three key motivational themes emerged that overlapped across all focus groups i.e., a need for individual representation that makes a change, a desire to develop a professional skillset as well as a desire to gain a better understanding of their course of study. A university that aligns its student experience along these themes is likely to facilitate student representation. As is standard practice recommendations for future work are described alongside a discussion of the limitations.

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Section: Introductionsupporting

confidence: 62%

Section: Introductionmentioning

confidence: 99%

“The Rules of Engagement”: Student Engagement and Motivation to Improve the Quality of Undergraduate Learning

Senior

Bartholomew²,

Soor

et al. 2018

Front. Educ.

Self Cite

View full text Add to dashboard Cite

show abstract

“…This is in line with the Humboldian tradition of HE that sees both student and academic staff members working together for advancement of scientific understanding (Pritchard, 2004). Engaging with ongoing research activity may be one way to develop a sense of a professional community with the student cohort, and this in turn may motivate students to engage further with the on-going governance processes at a university (Tissington & Senior, 2017). However, despite being an effective means to engender the experience of a learning community it is still not known if research activity (or indeed any other kind of potentially relevant activity) is effective in driving further engagement.…”

Section: Introductionsupporting

confidence: 62%

‘The rules of engagement’: What motivates students to improve the quality of their learning experience ?

Senior¹,

Bartholomew²,

Soor³

et al. 2017

Preprint

Self Cite

View full text Add to dashboard Cite

Studying at university continues to grow in popularity and the modern-day university has expanded considerably to meet this need. Invariably as such expansion occurs pressures arise on a range of quality enhancement processes. This may have serious implications for the continued delivery of high quality learning experiences that meets the expectations of incoming students and is appropriate to their postgraduation aspirations. Ensuring students become active partners in their learning will encourage them to engage with a range of quality enhancement processes. The aim of the current work was, to examine the various factors that motivate students to engage in such a fashion. To examine such factors three focus groups were carried out to triangulate an effective set of recommendations for subsequent practice. The participants consisted of engaged, and non-engaged students as well as student-facing staff who were asked to comment on their experiences as to why students would want to engage as a course representative. Nominal group technique was applied in each case that ensured participants in each group democratically ranked these factors in levels of importance. Three themes emerged that overlapped across all focus groups i.e., a need for individual representation that makes a change, a desire to develop a professional skill set as well as a desire to gain a better understanding of their course of study. A university that aligns its student experience along these themes is likely to facilitate student representation. As is standard practice recommendations for future work are described alongside a discussion of the limitations.

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“…In sum, as Tissington and Senior (2017) point out, carrying out pedagogical research is essential for effective learning. We believe our study offers a systematized observational tool and two specific techniques that can enhance pedagogical research.…”

Section: Resultsmentioning

confidence: 99%

Optimizing Education: A Mixed Methods Approach Oriented to Teaching Personal and Social Responsibility (TPSR)

et al. 2019

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This methodological article provides a Mixed Method approach to analyze how the Teaching Personal and Social Responsibility (TPSR) Model is feasible to enhance student’s autonomy. The objective is to detect how teachers’ behavior-oriented patterns shift in response to continuing professional development to reinforce TPSR strategies. We compared the application of TPSR by three teachers who had previously attended a training course for this model, with that of an expert in the model. A total of 44 sessions of primary and secondary school semesters in various subjects, taught by all four teachers and comprising 120 students. A mixed-method approach followed in the study involved: (a) the Observational System of Teaching Oriented Responsibility (OSTOR), which revealed how the teachers’ behavior patterns shifted over their interventions, and (b) the Tool for Assessing Responsibility-Based Education (TARE 2.0.), which focused on perceived behaviors by teachers and student behaviors. Data analysis was conducted for (a) the T-pattern detection technique, (b) polar coordinate analysis to obtain detailed sequences of instruction, and (c) descriptive and correlational analysis from the TARE. The mixed-method analysis of data confirms how the TPSR improved the teaching behaviors of the three teachers in training compared with the expert teacher.

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Research Activity and the New Pedagogy: Why Carrying Out Research Is Essential for Effective Learning

Cited by 6 publications

References 22 publications

“The Rules of Engagement”: Student Engagement and Motivation to Improve the Quality of Undergraduate Learning

“The Rules of Engagement”: Student Engagement and Motivation to Improve the Quality of Undergraduate Learning

‘The rules of engagement’: What motivates students to improve the quality of their learning experience ?

Optimizing Education: A Mixed Methods Approach Oriented to Teaching Personal and Social Responsibility (TPSR)

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