Promoting students as partners in a pilot study involving undergraduate students and instructors in Spanish as a foreign language courses
DOI:
https://doi.org/10.15173/ijsap.v8i1.5413Keywords:
spanish as a foreign language, flipped classroom approach, students as partners, learning activities, student engagementAbstract
Through the student-as-partners (SaP) framework, this paper explores how this can enhance undergraduate Spanish as a foreign language flipped classroom courses and promote student engagement and satisfaction. Traditionally, higher education courses are designed and developed by faculty members; however, our pilot project proposed collaboration between students and instructors in the design and implementation of course activities. This paper explores the model’s effects and outcomes through four surveys administered at the end of the academic year. Each survey included key factors related to the learning experience: student enjoyment, emotional support, relatedness to peers, feedback from/for students, and content-related support. Collectively, these perspectives were used to reflect on the feedback provided, which helped us achieve our objective: the creation of teaching and learning resources to engage future cohorts and increase student retention. Although this model is presented in the foreign language context, it is transferable to any discipline.
Downloads
References
Andrews, M., Brown, R., & Mesher, L. (2018). Engaging students with assessment and feedback: Improving assessment for learning with students as partners. Practitioner Research in Higher Education, 11(1), 32–46. http://insight.cumbria.ac.uk/id/eprint/3840/
Bell, A. R., & Brooks, C. (2018). What makes students satisfied? A discussion and analysis of the UK’s national student survey. Journal of Further and Higher Education, 42(8), 1118–1142. https://doi.org/10.1080/0309877X.2017.1349886
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Bovill, C. (2014). An investigation of co-created curricula within higher education in the UK, Ireland and the USA. Innovations in Education and Teaching International, 15(2), 143–154. https://doi.org/10.1080/14703297.2013.770264
Bovill, C., Cook‐Sather, A., & Felten, P. (2011). Students as co‐creators of teaching approaches, course design, and curricula: Implications for academic developers. International Journal for Academic Development, 16(2), 133–145.
https://doi.org/10.1080/1360144X.2011.568690
Bovill, C., Cook-Sather, A., & Felten, P. (2014). Engaging students as partners in learning and teaching (2): Practical guidance for academic staff and academic developers. International consortium on educational development conference, Stockholm, Sweden (pp. 16–18).
Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education, 71(2), 195–208. https://doi.org/10.1007/s10734-015-9896-4
Cook-Sather, A. (2010). Students as learners and teachers: Taking responsibility, transforming education and redefining accountability. Curriculum Inquiry, 40(4). https://doi.org/10.1111/j.1467-873X.2010.00501.x
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. Jossey-Bass.
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). https://doi.org/10.15173/ijsap.v1i2.3089
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language teaching, 31(3), 117-135.
Dunne, E., & Zandstra, R. (2011). Students as change agents: New ways of engaging with learning and teaching in higher education. ESCalate.
Felten, P., & Bauman, D. (2013). Reframing diversity and student engagement: Lessons from deaf-gain. The Student Engagement Handbook: Practice in Higher Education. Emerald Group Publishing Limited.
Fluckiger, J., Vigil, Y. T. Y., Pasco, R., & Danielson, K. (2010). Formative feedback: Involving students as partners in assessment to enhance learning. College teaching, 58(4), 136–140. https://doi.org/10.1080/87567555.2010.484031
Geeslin, K. L., Long, A. Y., & Solon, M. (2021). The acquisition of Spanish as a second language: Foundations and new developments. Routledge.
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Higher Education Academy. https://www.advance-he.ac.uk/knowledge-hub/engagement-through-partnership-students-partners-learning-and-teaching-higher
Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching & Learning Inquiry, 4(2). https://doi.org/10.20343/teachlearninqu.4.2.3
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. Advance HE. https://www.advance-he.ac.uk/knowledge-hub/developing-undergraduate-research-and-inquiry
Holen, R., Ashwin, P., Maassen, P., & Stensaker, B. (2021). Student partnership: exploring the dynamics in and between different conceptualizations. Studies in Higher Education, 46(12), 2726–2737. https://doi.org/10.1080/03075079.2020.1770717
Liang, Y., & Matthews, K. E. (2021). Students as partners practices and theorisations in Asia: A scoping review. Higher Education Research & Development, 40(3), 552–566. https://doi.org/10.1080/07294360.2020.1773771
Matthews, K. E., Dwyer, A., Hine, L., & Turner, J. (2018). Conceptions of students as partners. Higher Education, 76, 957–971. https://doi.org/10.1007/s10734-018-0257-y
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1), 1–23. https://doi.org/10.15173/ijsap.v1i1.3119
Neary, M. (2010). Student as producer: A pedagogy for the avant-garde? Learning Exchange, 1(1). https://eprints.lincoln.ac.uk/id/eprint/4186/
Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for learning in higher education. Routledge.
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193. https://doi.org/10.1007/s10984-012-9108-4
Svalberg, A. (2009). Engagement with language: Interrogating a construct. Language Awareness, 18(3–4), 242–258. https://doi.org/10.1080/09658410903197264
Talbert, R. (2017). Flipped learning: A guide for higher education faculty. Stylus Publishing, LLC.
Williamson, M. (2013). Guidance on the development and implementation of a student partnership agreement in universities. Student Participation in Quality Scotland. https://www.sparqs.ac.uk/upfiles/Student%20Partnership%20Agreement%20Guidance%20-%20final%20version.pdf
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Ana García-Allén, Sari Heru, Richard Martínez
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).
