Lin Norton Emeritus professor of pedagogical research Liverpool Hope University 12 September 2012 Nazarene Theological College 1 Ive always been a late developer Who are your nontraditional students ID: 130766
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Slide1
How can we best support non-traditional students adapt to university level study?
Lin Norton Emeritus professor of pedagogical researchLiverpool Hope University
12 September 2012
Nazarene Theological College
1Slide2
I’ve always been a
late developerSlide3
Who are your non-traditional students?
What are the main issues around supporting them?Slide4
Mature students: What the literature says
Hartley (1997) found NO differences between mature and younger students on ability, academic performance, attitudes to teaching
Hartley also found that mature students are BETTER on deep learning, time management, cheat less.Burton, Golding ,Lloyd & Griffiths (2011) found that the traditional
barriers of accessibility of the institution, finance and family commitments did not seem to be an issue for mature students. Contact with students early in the process seems to allay many of the fears about returning to study, particularly at HE
level
Richardson (2012) found older students just as positive about digital learning as youngers students
There is no doubt though that mature students do lack confidence in being able to perform academically (rusty in writing skills, anxious about exams)
Access courses offer an educational culture that is different to that of universities (Hayes, King & Richardson, 1997)Slide5
International students: what the research has to say
Higher anxiety; differences in beliefs about learning and knowledge can be at odds with knowledge that is required to master a specific discipline; exams penalise international students beyond difference in ability levels (De Vita, 2002)Culture shock: ‘constructions, cultures and clashes (Bartram 2008)Little or no experience of types of assessment commonly used in UK universities (e.g. essays, reports, reflective essays, seminar presentations
Unfamiliar with style of critical thinking expected
Unaware of academic expectations of independent reading (Turner & Ponton
, 2009)Difficulties in distinguishing between spoken and written styles in English texts (Al Fadda
, 2012)Slide6
University level study is a transition for all students
Barnett (2008) talks about uncertainty not just out in the world but inside ourselves- students feel uncertain, anxious but also exhilarated.
He argues that ‘being’ and ‘becoming’ is the foundation of what it means to be a student and likens it to a
bunjee
jumper where the pedagogical situation should provide exhilarating (but safe) spaces to take those risks and confront those fears.Slide7
What are some of the issues facing higher education?
The future is unknowable and unpredictable
Life is fast and change is even faster
7Slide8
The context of HE:
key areas of uncertaintyLevel of economic growthPublic funding of HE
Government regulation of fees and qualityCost pressure on institutionsQuality of provision
Changes in pre-18 education and trainingStudent and employer demandChanging aspirations
InternationalisationImpact of technology on learningLevels of study flexibility
The nature of the HE workforce and human resources management
The future of HEIs as we know them
Source: Universities UK (2008) The future size and shape of the higher education system in the United Kingdom
8Slide9
9
What personal qualities do universities want from students?
Students who show:
Self organisation
Independence
Motivation
Are willing to take a ‘deep’ rather than a ‘surface’
approach
Perseverance in the face of ‘failure’
Others?Slide10
Principles of effective learning from the research
Affective/relationshipsAutonomy (gradual and supported)Self efficacy/mastery
ConfidenceConstructive and frequent feedback
Ownership of learning
Identity with the disciplineSense of belonging with the institution
10Slide11
Learning is an emotional businessSlide12
‘Personhood in the learning journey’ (Broadfoot 2008)
‘pursuit of learning as a co-operative enterprise,’ but currently in HEI’s:
depersonalisation – students not seen as individuals;
too much focus on content, not about the people we are teaching
;
modular system does not encourage learning communities of students
;
‘the alienated
student’
(Mann, 2001, 2005) - like conscripts they do exactly what is necessary
;
much of the focus is on the cognitive and intellectual at the expense of the emotional and affective.Slide13
What do you think might be some of the triggers for students feeling negative about their progress? Slide14
14
What affects students’ successful transition to HE?
Mistaken assumptions about what studying in HE requires
Life events: the ups and downs that can’t be foreseen
Lack of confidence
in their own abilities
Survey of
6,000 HE students found:
Over 50% of had
difficulty in coping with the demands of HE,
33%
found academic work harder than they had expected it to be,
3
8% found difficulty in balancing academic and other commitments.
(
Longden
&
Yorke
,2006) Slide15
Students’ conceptions of learning:
Conceptions
of learning
take time to develop (Saljo,1979;
Marton
,
Dall’Alba
& Beatty,1993
) found 6 conceptions.
What do you mean by learning?
Learning as increase of knowledge
Learning as memorising
Learning facts for application
Learning as abstracting meaning
Learning as an interpretive process to understand ‘reality’
Learning as changing as a personSlide16
Students’ conceptions of knowledge
Conceptions of knowledge change very slowly (King & Kitchener 1994) Reflective judgment model derived from answers to ill-structured problems i.e. How would you end world poverty?
3 stages:
Pre-reflective-knowledge is gained through authority figures rather than testing the evidence
Quasi-reflective-knowledge claims contain elements of uncertainty but this is only because evidence is missing
Reflective -knowledge
claims are made
from the most
reasonable evidence and can be subject to changeSlide17
How do we nurture our students as learners: what the research suggests
Create learning communities/provide for relationshipsactive learning;
students to be researchers ( a context of enquiry makes learning significant to the learner);reduce and tailor assessment;
extend the student experience;
encourage intrinsic motivation;build confidence;
give a sense of ownership and control;
provide detailed (and constructive feedback)
encourage collaboration between students
.Slide18
What do you do to nurture your students as learners and adapt to learning at degree level?