A student and staff partnership in the development of a student directed independent learning toolkit

Authors

  • Michael Draper Swansea University
  • Danielle Fisher Swansea University

DOI:

https://doi.org/10.15173/ijsap.v4i2.4086

Keywords:

students as partners, directed independent learning, toolkit, action research project, co-creation

Abstract

This case study offers reflection and evaluation on a student and staff partnership that utilises the principles of action research in the development of a practical toolkit to support directed independent learning by students. Since 2016, in an ongoing project under the auspices of the Hillary Rodham Clinton School of Law internship scheme, students have worked in partnership with members of staff to address the support for students’ development of independent learning skills to enable their full engagement with different university teaching styles. This project theme was chosen because it has the potential to have a significant impact on creating or supporting student confidence in students’ academic ability and associated mental wellbeing and sense of satisfaction and achievement. Students are best placed to provide solutions and inform the development of independent learning skills within a student-staff partnership project that facilitates active collaboration and the power to co-create.

Downloads

Download data is not yet available.

References

Beaumont, C., O’Doherty, M., & Shannon, L., (2011). Reconceptualising assessment feedback: A key to improving student learning? Studies in Higher Education, 36(6), 671-687, https://doi.org/10.1080/03075071003731135

Curran, R. (2017). Students as partners—good for students, good for staff: A study on the impact of partnership working and how this translates to improved student-staff engagement. International Journal for Students as Partners, 1(2),1-16. https://doi.org/10.15173/ijsap.v1i2.3089

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. London, UK: Further Education Unit.

Healey, M. & Jenkins, A. (2000). Kolb's experiential learning theory and its application in geography in higher education. Journal of Geography, 99(5), 185-195. https://doi.org/10.1080/00221340008978967

Healey, M. & Jenkins, A. (2009). Developing undergraduate research and inquiry. York, UK: The Higher Education Academy.

Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York, UK: The Higher Education Academy.

Thomas, L., Jones, R. & Ottaway, J. (2014). Effective practice in the design of directed independent learning opportunities. York, UK: The Higher Education Academy.

Vermunt, J. D. & Donche, V. (2017). A learning patterns perspective on student learning in higher education: State of the art and moving forward. Educational Psychology Review, 29, 269-299. https://doi.org/10.1007/s10648-017-9414-6

Downloads

Published

2020-10-29

How to Cite

Draper, M., & Fisher, D. (2020). A student and staff partnership in the development of a student directed independent learning toolkit. International Journal for Students As Partners, 4(2), 90-96. https://doi.org/10.15173/ijsap.v4i2.4086

Issue

Section

Case Studies