ERIC Number: EJ1120790
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Shaping the Future of Learning Using the Student Voice: We're Listening but Are We Hearing Clearly?
Meadows, Chris; Soper, Kate; Cullen, Rod; Wasiuk, Catherine; McAllister-Gibson, Colin; Danby, Phil
Research in Learning Technology, v24 2016
Student voice data is a key factor as Manchester Metropolitan University strives to continually improve institutional technology enhanced learning (TEL) infrastructure. A bi-annual Institutional Student Survey enables students to communicate their experience of learning, teaching and assessment on programmes and specific units studied. Each cycle of the survey contains approximately 4050,000 free text comments from students pertaining to what they appreciate and what they would like to see improved. A detailed thematic analysis of this data has identified 18 themes, arranged into six categories relating to the "Best" aspects of courses, and 25 themes, arranged in seven categories in relation to aspects of courses considered to be "in need of improvement". This student data was then used as a basis for semi-structured interviews with staff. Anecdotally, evidence suggested that student expectations and staff expectations around TEL and the virtual learning environment (VLE) differed. On-going evaluation of this work has highlighted a disconnect. In significant instances, academic colleagues seemingly misinterpret the student voice analysis and consequently struggle to respond effectively. In response to the analysis, the learning technologist's role has been to re-interpret the analysis and redevelop TEL staff development and training activities. The changes implemented have focused on: contextualising resources in VLE; making lectures more interactive; enriching the curriculum with audiovisual resources; and setting expectations around communications.
Descriptors: Student Empowerment, Teaching Methods, Foreign Countries, Educational Technology, Student Surveys, Semi Structured Interviews, Virtual Classrooms, Learner Engagement, Feedback (Response), College Students, Grounded Theory, Phenomenology, Integrated Learning Systems
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Manchester)
Grant or Contract Numbers: N/A