Event details

Webinar: Learning and teaching

Wednesday, 05 February 2020

 This Webinar is part of Share your Research: A programme of Online Webinars. This series is intended to facilitate the sharing of cutting edge and innovative research, globally. These webinars enable lively debate and constructive feedback from interested peers. These sessions are open and free for all to attend. 

 Chair: Samuel Dent, Nottingham Trent University

1.       International Students’ Experiences in a Flipped Classroom Environment:  An Australian Perspective: Student Experience Jasvir Singh, La Trobe University, Australia

 

Flipped classroom approaches have penetrated higher education sector rapidly since the last couple of decades. Current research on flipped classroom approach is predominantly quantitative, through surveys conducted with domestic students and little is known about the flipped classroom learning experiences of undergraduate international students. This paper sets out to investigate the perceived benefits as well as challenges of flipped classroom learning among international students at an Australian university. The study is based on thirty-two semi-structured qualitative interviews with undergraduate international students, analysed thematically. We identified three main benefits: flexibility in learning, engagement with online materials and participation in face-to-face workshops. With these benefits, our analysis further illustrates that international students intrinsically develop “soft” skills, learning skills and employability skills. We also found three main challenges faced by international students: limited interactions with the lecturer, difficult to navigate the learning management system and online materials are difficult to follow. This presentation contributes new insights into the nuances of undergraduate international students’ positive experiences as well as their challenges in a flipped classroom environment and the connection with their development of soft skills, learning skills and employability skills.

 

2.       Exploring Virtue Ethical Stewardship for Transformative Learning in a University’s Business Leadership Programmes, Funbi Adesina, Canterbury Christ Church University

This research introduces a new concept termed virtue ethical stewardship (VES) and explores the pragmatic dimension of transformative learning (TL) in terms of VES. It is defined as developing the character of doing good when discharging responsibility. While the character is the habit of being: the combination of traits, values and virtues (Crossan et al., 2013), doing good is the aligned motive, intention and belief.

The idea that students have the potential to construct new meaning for their learning experiences suggests the transformative possibilities of the university’s education. Transformation becomes evident when transformative learning is understood as changes in elements of the identity (Illeris 2014). 

Thus, VES transformative learning framework is developed to offer a new way to develop leaders as stewards that are more ethical in the future than that currently displayed by some leaders. 

Consequently, university education can be a social phenomenon that transforms students to agents of action and responsibility (Biesta, 2015; and Mezirow, 2009) who address the societal concerns about the questionable moral behaviour of some leaders. 

The methodologies used are phenomenological, underpinned by critical realist view. This led to a narrative method with a two-stage approach for field texts collection and two-phase method of interpretation and analysis. 

The study identifies four main self-aware interconnected influential conditions for VES transformative learning: childhood upbringing (parental/custodian); roles and responsibility (organisational); the environment (environmental); and the motivation and ability to learn (personal), and two conditions: personal values and instincts, requiring attention. Conditions are acknowledged using a constructed moral status’ table to suggest stewards’ status about VES and the requirement for enhancement.

 

3.       Student and Tutor Satisfaction with an Online and Paper-based Clinical Assessment Tool; A Cross-sectional Questionnaire Study Dr Philip Bright, European School of Osteopathy

Introduction: aims and rationale
Assessment of students’ clinical competence in healthcare education typically involves the evaluation of their performance during a patient consultation [1]. This study explored osteopathy students’ and tutors’ rating of satisfaction using the mini-clinical evaluation exercise (mini-CEX) when administered via online and paper-based media. This was with a view to answer the following research question: Does the method of capture influence assessment satisfaction scores in the use of the mini-CEX?

Background of your research
Direct observation of students with actual patients is important for the assessment of clinical skills prior to professional registration [2,3]. The mini-CEX has been widely established as part of a broad clinical assessment profile. The paper form has previously been validated in a number of healthcare scenarios including pre-registration osteopathic practice [4,5]. Differences in satisfaction, when deploying the instrument through different media, are not widely explored.

Research methodologies being used
An online mini-CEX was developed using Google Forms and was trialled as a data entry process, with administration staff keying-in the completed paper assessment details. Subsequently, Android-based tablets were used for direct capture of the observed clinical practice evaluation of students by tutors. This facilitated a comparison to the paper counterpart over the course of three academic years. The influence of gender and methods of assessment capture (paper and online) was explored with binary regression, Spearman's correlation and Kruskal Wallis test, with dependent variables of student and tutor satisfaction.

Details of some findings to date
A total of 736 mini-CEX assessments of patient encounters were analysed, and 550 (75%) were completed online. The influence of the paper capture of assessment on satisfaction scores, compared to the online process, was not significant (odds ratio 1, CI 0.86 – 1.15). Student satisfaction ratings for female students assessed by male tutors indicated lower summary scores compared to same-sex pairings (P<.007). Correlation between all student and tutor satisfaction ratings was moderate (r2=0.62, 95% CI 0.57 – 0.66, P<.00001).

Network: Newer Researchers
Date(s): Wednesday, 05 February 2020
Times: 12:00 - 13:00
Signup Deadline: Tuesday, 04 February 2020
Location: Online event, link will be provided
Lunch Provided: No
Spaces Left: Unlimited
Prices: Members: Free, Guests: Free
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