Sep
2015
Student Reflections about How Universities Support High Level Student Achievement William Bowen-Jones, Educational Development, University of Worcester, Worcester, UK at the twenty second International conference on learning
Has been looking at student progression and achievement for six years. There has been a focus on the NSS and then in one programme where PBL was introduced students were unhappy that teachers were not providing the content.
A study was undertaken to better understand the extent to which recently graduated students perceive that their academic potential was realised. The question was what were students’ expectations and ambitions at the start of their course? How effective do students’ perceive the support to have been?
In June and July 2014 all students from one faculty who had recently graduated to complete an online survey and then phone interviews. 19 students completed the online survey but one questionnaire was incomplete so 18 students. 15 students agreed to participate in the phone interviews. The interviews were to gain more depth of the responses from the survey and students were asked open questions focused on supported or inhibited progress. There were 14 questions in both the online survey and the phone interviews.
Responses to some questions are outlined below.
Most effective ways that your personal tutor supported you during your 3 years?
- Tutorials/one to one meetings
- Talk on the phone
NB focus was a discussion of academic performance (grades, homework and actions)
A scale of 1 – 9 was used and 55% of the students were positive with a mark of 6 or above.
11 of 18 students said tutorials were most effective, 4 said e-mail was and 2 noted the VLE.
How effectively did your module tutors support you during 3 years? The responses gained marks of 4-9 and 85% of the students were positive.
What was most helpful about feedback you received?
Wide range of comments including liked it being online and accessible, useful to talk to tutors, work that has the comments on is helpful but some very varied responses.
What significant factors supported you? 11 of 18 said supportive lecturers, other cited use of the VLE, Tutors e-mailing resources, library and learning environment.
Is there anything that could be done? Students said more help in selecting optional modules and more committed teachers.
Students’ relationship with tutors is critical. Students want communication and consistency.