A student and staff partnership in the development of a student directed independent learning toolkit
DOI :
https://doi.org/10.15173/ijsap.v4i2.4086Mots-clés :
students as partners, directed independent learning, toolkit, action research project, co-creationRésumé
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.
Téléchargements
Références
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
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Michael Draper, danielle fisher 2020
Cette œuvre est sous licence Creative Commons Attribution 4.0 International.
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).
