charlotte freeman university of glamorgan
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Reflections on the part time learning experience of mature students at the University of Glamorgan. Charlotte Freeman University of Glamorgan. Session Agenda. The research project – why was the study conducted? Aims and objectives of the project Context - PowerPoint PPT PresentationTRANSCRIPT
Charlotte FreemanUniversity of Glamorgan
Reflections on the part time learning experience of mature students at the University of Glamorgan
Session Agenda
The research project – why was the study conducted?
Aims and objectives of the project Context Definitions and characteristics of mature and
part time students Methodology and limitations Research outcomes: the learning experience Reflections: two years on
Research Project - Background
Final year research project on Management and Business Scheme
Similar concerns and anxieties between mature, part time students
Experience not conducive to part time study
Did the scheme meet the needs of the mature, part time students?
Aims and Objectives of the Project
To identify student views on their experience of studying as mature part time students on the Management and Business Scheme
To identify the current student experience offered to mature part time students on the Management and Business scheme
To identify evidence from a range of sources which highlight the needs of mature part time students
To provide recommendations based on the findings of the above
Context One Wales’ Document (2007)
“resolved to develop an FE & HE education system which offers a broad range of learning opportunities, which is responsive to the needs of the students and employers”
(One Wales, 2007:24) Reaching Higher – Strategy for HE Sector in Wales (2002) Rees Report (2005) Graham Report (2006) Skills and Employment Action plans (2005) The Learning Country: Vision into Action (2006)What is the impact on the student experience of
mature, part time learners?
Definitions: Mature Students “A student that is aged 21 or over at the
start of the course” (Universities and College
Admissions Service, n.d) “Someone who is over (or well over!) 21,
when becoming a student” (University of Glamorgan,
n.d) Non traditional students (Heery, 1996) or
adult learners (Kasworm, et al, 2002) aged 25 and over
Definitions: Part Time Student / Studies “Students formally designated by their institutions as
part-time can be studying at the same volume as a full-time student, or at an even higher volume”.
(Graham Review, 2005) “Part-time awards often follow the same pattern (as
full time awards) although the students’ pace of study is less, with fewer modules taken in any one year- approximately 60 credits”
(University of Glamorgan, 2007)
Students studying 100 credits or less per academic year (Higher Education Funding Council for Wales, HEFCW)
Characteristics of Mature Part Time Students “Adult students do not have one common set of
characteristics” (Kasworm et al, 2002:3) “Adults can lack confidence in themselves as learners
as well as under-estimating their powers and potential”
(Daines et al, 2006:11) Some common characteristics:
Anxiety Linked to memories of school Fear of failure
Conflicting priorities Family responsibilities Full time occupations
Daines et al (2006); Rogers (1989, 2001); Kasworm et al (2002)
Methodology Purposive sampling (Saunders et al, 2007) Questionnaires issued to all part time students on
the Management and Business Scheme: 90% completion rate
Questionnaires addressed: Induction Student support Learning experience
Why questionnaires? Ability for quantitative and qualitative analysis Access to the respondents enabled:
Excellent return rates Immediate response times
Other options Focus groups Interviews
Time implications!
Limitations
Time constraints Specific milestones / deadlines Presentation preparation
Close involvement in the scheme
Research Outcomes: The Learning Experience
Focused on 3 key areas: Student Induction Student Support Services Learning Experience
Supporting / secondary evidence Management and Business Scheme Questionnaires
(as part of Quinquennial Review process) Literature Review
Learning Experience
“Teaching, curriculum and assessment are central to the student learning experience and to effective learning outcomes”
(Higher Education Academy, 2008)
“Every learning experience should be positive, productive and an adult experience”
(Daines et al, 2006:14)
Were there a number of subject options available?
0%
20%
40%
60%
80%
100%
Yes No
Res
po
nse
%
Timetable
Was appropriate / sufficient information provided on module choice prior to option selection?
0%10%20%30%40%50%60%70%80%
No Yes No answer
Res
po
nse
s %
Timetable cont’d
Secondary data from scheme questionnaires (full and part time students) 77% agreed / strongly agreed that the
timetable was flexible enough for their needs However:
“Clear disagreement in this section from part-time students”
“Comments from this group were mostly to do with the range of optional modules available on the part-time programme”
(Management and Business Scheme, analysis of QQR questionnaires)
Technology
Appropriate use of Blackboard on the Scheme
42
52
2
2 1Strongly agree
Agree
No opinion
Disagree
No answer
42%
50%
8%
Do you feel that there is continuity across the modules in relation to the use of Blackboard?
Yes
No
No answer
Technology cont’d
Qualitative comments included:Secondary data
“course updates, information and downloadable course materials, access to journals/e-mail/etc with one password”
“good to have materials on Bb beforehand!” “organisation of sites not consistent “ “Timeliness of updates - (announcements out of date
or things posted at last minute)”
Primary data “Not all modules on Blackboard – only some” “Apart from (the use of the) drop box”
Why is it so important?
Timetable: “Adult learners are, motivated by wishing to
acquire skill and knowledge that they can use in immediate and practical ways”
(Rogers,1992:48 )
Technology “Students are overwhelming positive about the
provision on online course information to supplement traditional teaching”
(Sharpe et al, 2006:3)
Barriers to ParticipationTimetable: “There are a number of barriers that can prevent
someone from ever becoming an adult student…inappropriate subjects, unsympathetic timetabling…” (Daines et al, 2006:18)
“potential lack of relevant and accessible academic programs and convenient course scheduling” (Cross, 1981, as cited in Kasworm et al 2002:35)
Technology: “Part-timers may not have unlimited time or access
to resources such as Broadband” (Swain, 2008) “Learners are frustrated by inconsistent use
between staff and students” (Sharpe, 2006)
Student Needs
Timetable: Timetable which offers subjects relevant to
practical experience and future career development
(Daines et al, 2006; Rogers, 1992)
Technology: (Benefit of) “ inclusive practices such as
standardised presentation…making resources available in good time”
(Sharpe, 2006)
Suggestions for Improvement
Timetable: Consideration of the occupational needs of the
learners and their preferred subject areas e.g. finance, ethics, marketing
Enabling attendance at full time classes if this is realistic alternative
Technology: “Standardised presentation (of online resources) …
making resources available in good time” (Sharpe, 2006)
Consideration of time available to access online resources for the mature part time student
Two years on…
Scheme Reflections – Two Years On Revamped induction process:
Introduction and expectations Optional module information and introduction to
tutors Technology induction sessions Explanation of the support services available Campus tour Past students Introduction to academic writing and referencing
(with a refresher session in year 2)
Scheme Reflections – Two Years On cont’d
Standardised Blackboard module template – across the University
Improved communication across the scheme using Blackboard
However: Resource issues Student engagement
Research Reflections: Impact of Project Informed Change Academy: Assessment for
Learning project Provided student voice Results supported by:
National Student Survey Internal Student Satisfaction Survey Student Experience Questionnaire Early Days and Study Health Check Questionnaires
Research Reflections: Personal Reflections
Interest in research Interest in the subject group Increased awareness of learning and teaching
issues
Summary
Research project conducted by mature, part time students
Reflecting on own experience and conducting research into the experience of other students
Led to improvements in experience of those following behind
Students as Stakeholders: taking an active part in your own learning
Any questions?
Charlotte FreemanUniversity of Glamorgan
Reflections on the part time learning experience of mature students at the University of Glamorgan