Facilitation of student-staff partnership in development of digital learning tools through a special study module

Auteurs-es

  • Robert Allen McKerlie University of Glasgow Glasgow, G12 8QQ, Scotland, United Kingdom http://orcid.org/0000-0003-4910-2764
  • Evelyn Rennie University of Glasgow Glasgow, G12 8QQ, Scotland, United Kingdom
  • Shabana Hudda University of Glasgow Glasgow, G12 8QQ, Scotland, United Kingdom
  • Wendy McAllan University of Glasgow Glasgow, G12 8QQ, Scotland, United Kingdom
  • Ziad Al-Ani University of Glasgow Glasgow, G12 8QQ, Scotland, United Kingdom
  • William McLean University of Glasgow Glasgow, G12 8QQ, Scotland, United Kingdom
  • Jeremy Bagg University of Glasgow Glasgow, G12 8QQ, Scotland, United Kingdom

DOI :

https://doi.org/10.15173/ijsap.v2i1.3235

Mots-clés :

Co-production, Active Student Engagement, partnership, digital learning resources

Résumé

A student-staff partnership was formed as part of a final year special study module to provide dental students the opportunity to work closely with faculty to produce high-quality e-learning resources in areas of the curriculum identified by the students as particularly difficult. The student-staff team identified the following themes as major influences on the success of the project: student-staff interaction, ownership, managing expectations, time pressures, and co-creation partnership benefits. This partnership resulted in a valuable learning experience for both the students and staff involved. The resource developed was evaluated by junior dental students in second and third year of the five year Bachelor of Dental Surgery (BDS) degree programme at Glasgow Dental School and showed a high degree of acceptability by those in both groups. The quality assurance built into the process has resulted in an e-learning resource that has been incorporated directly into our flipped classroom model for pre-clinical skills teaching.

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Bibliographies de l'auteur-e

Robert Allen McKerlie, University of Glasgow Glasgow, G12 8QQ, Scotland, United Kingdom

Lecturer in Dental Technology,
Dental School, 
School of Medicine, Dentistry and Nursing
College of Medical, Veterinary and Life Sciences
University of Glasgow

Evelyn Rennie, University of Glasgow Glasgow, G12 8QQ, Scotland, United Kingdom

Final Year Dental Student,
Dental School,
School of Medicine, Dentistry and Nursing
College of Medical, Veterinary and Life Sciences
University of Glasgow

Shabana Hudda, University of Glasgow Glasgow, G12 8QQ, Scotland, United Kingdom

Final Year Dental Student,
Dental School, 
School of Medicine, Dentistry and Nursing
College of Medical, Veterinary and Life Sciences
University of Glasgow

Wendy McAllan, University of Glasgow Glasgow, G12 8QQ, Scotland, United Kingdom

E-Learning Systems Developer,
Dental School, 
School of Medicine, Dentistry and Nursing
College of Medical, Veterinary and Life Sciences
University of Glasgow 

Ziad Al-Ani, University of Glasgow Glasgow, G12 8QQ, Scotland, United Kingdom

Lecturer in Oral Biology,
Dental School, 
School of Medicine, Dentistry and Nursing
College of Medical, Veterinary and Life Sciences
University of Glasgow

William McLean, University of Glasgow Glasgow, G12 8QQ, Scotland, United Kingdom

Senior Clinical Lecturer in Restorative Dentistry,
Dental School, 
School of Medicine, Dentistry and Nursing
College of Medical, Veterinary and Life Sciences
University of Glasgow

Jeremy Bagg, University of Glasgow Glasgow, G12 8QQ, Scotland, United Kingdom

Head of School,
Dental School, 
School of Medicine, Dentistry and Nursing
College of Medical, Veterinary and Life Sciences
University of Glasgow 

Références

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., 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

Byrne, P. A., Lewis, S. E. M., & Thompson, L. W. (1999). Special study modules: A student's perspective. Medical Teacher, 21(3), 299-301. https://doi.org/10.1080/01421599979572

Crothers, A., Bagg, J., McKerlie, R. (2017). The flipped classroom for pre-clinical dental skills teaching: A reflective commentary. British Dental Journal, 222, 709-713. https://doi.org/10.1038/sj.bdj.2017.409

Curran, R., & Millard, L. (2016). A partnership approach to developing student capacity to engage and staff capacity to be engaging: Opportunities for academic developers. International Journal for Academic Development, 21(1), 67-78. https://doi.org/10.1080/1360144X.2015.1120212

General Dental Council (2015). Preparing for practice: Dental team learning outcomes for registration (2015 revised edition). Retrieved from www.gdc-uk.org

Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. The Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/system/files/resources/engagement_through_partnership.pdf

Jarvis, J., Dickerson, C., & Stockwell, L. (2013). Staff-student partnership in practice in higher education: The impact on learning and teaching. Procedia – Social and Behavioural Sciences, 90, 220-225. https://doi.org/10.1016/j.sbspro.2013.07.085

Lam, P., Au Yeung, M., Cheung, E., & McNaught, C. (2009). Using the development of eLearning material as challenging and authentic learning experiences for students. Same places, different spaces: Proceedings of ASCILITE Auckland 2009. Retrieved from http://www.ascilite.org.au/conferences/auckland09/procs/lam.pdf

Marquis, E., Puri, V., Wan, S., Ahmad, A., Goff, L., Knorr, K., & Woo, J. (2016). Navigating the threshold of student-staff partnerships: A case study from an Ontario teaching and and learning institute. International Journal for Academic Development, 21(1), 4-15. https://doi.org/10.1080/1360144X.2015.1113538

McCulloch, A. (2009). The student as co-producer: Learning from public administration about the student-university relationship. Studies in Higher Education, 34(2), 171-183. https://doi.org/10.1080/03075070802562857

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Publié-e

2018-05-07

Comment citer

McKerlie, R. A., Rennie, E., Hudda, S., McAllan, W., Al-Ani, Z., McLean, W., & Bagg, J. (2018). Facilitation of student-staff partnership in development of digital learning tools through a special study module. International Journal for Students as Partners, 2(1), 121–129. https://doi.org/10.15173/ijsap.v2i1.3235

Numéro

Rubrique

Case Studies