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ERIC Number: EJ876449
Record Type: Journal
Publication Date: 2002-Aug
Pages: 7
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-0965-948X
The Benefits of Negotiating Student versus Staff Control over Learning
Shortt, Kevin
Psychology Teaching Review, v10 n1 p61-67 Aug 2002
The value of increasing student input to learning opportunity design issues was explored through an action research project. In response to student-identified learning needs, a learning session on a first-year undergraduate research methods module was re-designed. The learning outcomes of two parallel student groups (one experiencing the original session, the other receiving the re-designed session) were compared by quantitative analysis. A significant improvement in assessment grades was found for the group receiving the re-designed session. Brief qualitative analysis of student feedback revealed this group's increased positive course perceptions. The action research project outcomes are discussed within the context of student versus staff control over learning, highlighting the mutual benefits of reflective practice for newer learning facilitators. (Contains 1 table.)
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)