scholarly journals Challenging, Exciting, Impersonal, Nervous: Academic experiences of large class teaching

2020 ◽  
Vol 8 (1) ◽  
pp. 59-73
Author(s):  
Katharine Hubbard ◽  
Lucy Tallents
Keyword(s):  
Student Satisfaction ◽  
Large Class ◽  
Academic Experiences ◽  
Teaching Staff ◽  
Academic Experience ◽  
Institution Type ◽  
Massification Of Higher Education ◽  
Contract Type ◽  
The Uk ◽  
The Impact

Massification of Higher Education has resulted in a rapid increase in undergraduate populations, without an increase in the number of teaching staff. One consequence is that students are typically taught in larger classes. While the impact of class size on student satisfaction and attainment is debated, there has been little attention paid to the academic experience of large class teaching. We present results of a questionnaire completed by 80 academics, primarily based in the UK. Academics perceived classes of 100 or more as large, and most had taught classes of several hundred students. Academic perceptions of large class teaching varied considerably. We find no evidence that institution type or contract type affects perceptions of large class teaching. We also find a lack of training that specifically addresses the demands of large class teaching. We call on academic developers to support academics teaching large cohorts to ensure effective education at scale.

Student Governance and the Academic Minefield During COVID-19 Lockdown in South Africa

2022 ◽  
pp. 255-276
Author(s):  
Vuyo Mthethwa
Keyword(s):  
South African ◽  
Academic Experiences ◽  
Academic Experience ◽  
Snowball Sampling ◽  
Self Regulated Learning ◽  
South African Universities ◽  
Resultant Effect ◽  
Student Governance ◽  
Modes Of Interaction ◽  
The Impact

Since 1997, the ordinary students at South African universities have depended on the SRC to be at the forefront of student advocacy in relation to resources to support their academic experiences. The onset of the lockdown on the eve of 26th March 2020 had an unprecedented effect on student life, with a change of student governance from cohesion to isolation. Adopting a snowball sampling methodology, 15 students registered at various South African universities were interviewed via WhatsApp about the support they received from their SRC during the COVID-19 lockdown. The impact of the lockdown on student governance is examined through the lens of ordinary students. Findings suggest that the surge to technology-based modes of interaction and self-regulated learning had a resultant effect of a highly compromised academic experience, even though some were able to adapt to online learning. Adjusted approaches to student governance are inevitable as the coronavirus continues to manifest.

Paying for University: The Impact of Increasing Costs on Student Employment, Debt and Satisfaction

2005 ◽  
Vol 191 ◽  
pp. 106-117 ◽  
Author(s):  
Hilary Metcalf
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Financial Support ◽  
Student Employment ◽  
Full Time ◽  
Student Debt ◽  
Disabled Students ◽  
Course Characteristics ◽  
The Uk ◽  
The Impact

The costs of higher education in the UK have shifted increasingly from the state to the student (and students' families). In 1998, a fee contribution of £1,000 per annum was introduced for new entrants to full-time degree courses. This paper examines its effect on debt, term-time employment and student satisfaction. The analysis uses data from a survey of two cohorts of students and identifies how the impact varied with student and course characteristics. Fees led to an increase in student debt (particularly for disabled students and for students who did not receive financial support from their families) and a decline in student satisfaction. No general impact on term-time employment was identified, but term-time employment increased for students who did not receive financial support from their families. Whilst for these two groups inequality was increased, fees appeared to lead to greater equality, in terms of term-time employment, between children of graduate and non-graduate parents. The paper discusses the implications for the introduction of top-up fees in 2006.

scholarly journals Suddenly moving large classes online: Illuminating the experience of the teaching staff in one university

2021 ◽  
Author(s):  
Mark Anthony Glynn ◽  
Ann Marie Farrell ◽  
Karen Buckley ◽  
Rob Lowney ◽  
Sean Smyth ◽  
...  
Keyword(s):  
Large Class ◽  
Teaching Staff ◽  
Review Of Literature ◽  
Large Classes ◽  
Face To Face ◽  
Early Stages ◽  
The Face ◽  
Sudden Transition ◽  
The Impact ◽  
Future Practice

In early 2020, the transition of large classes from the face-to-face to the online context occurred overnight and at scale at a time when the crisis was being faced at all levels of society, nationally and internationally. This paper is based on research which examined the impact of this sudden transition on large classes in Dublin City University with a view to illuminating the experience to inform future practice (Authors., in press). A rapid, systemised review of literature was carried out with the aim of contextualising data gathered through surveys with staff and students in relation to our experience of moving large classes online in the early stages of the Covid-19 pandemic. While the study examined the impact from the perspectives of teaching staff and students, this paper reports on the perspectives of teaching staff only. Large class teachers found this experience challenging, reporting a sense of isolation and worry. However  it would seem that opportunity was seen in the face of adversity, whereby staff have identified potential for better ways of doing things going forward as a result of their experiences between March and May 2020

scholarly journals The mediating effect of academic experience on the relationship between personal resilience and satisfaction of students registered in student assistance

2020 ◽  
Vol 9 (11) ◽  
pp. e1079119721
Author(s):  
Manuella Costa ◽  
Marison Luiz Soares ◽  
Murilo Zamboni Alvarenga ◽  
Daniel Nascimento-e-Silva
Keyword(s):  
Student Satisfaction ◽  
Structural Equation ◽  
Mediating Effect ◽  
Equation Modeling ◽  
Academic Experience ◽  
Online Questionnaire ◽  
Student Assistance ◽  
Personal Resilience ◽  
The University ◽  
The Impact

Bearing in mind that each student has distinct resilience characteristics that help him to face the difficulties that interfere with his academic satisfaction, the general objective of this work was to verify the impact of personal resilience and academic experience on the satisfaction of students registered in student assistance for a Federal University. As for the methods and procedures, a quantitative approach was used, in which an online questionnaire was applied to students registered in the student assistance of this university for data collection, with a return of 493 complete answers. Data analysis was performed using the Structural Equation Modeling technique, using the Smart-PLS software. The results showed that personal resilience positively impacts the student's academic experience and that this in turn positively impacts student satisfaction with the University. On the other hand, it was found that personal resilience does not directly impact satisfaction, only indirectly, through academic experience. Thus, the academic experience is presented as a mediating factor in this relationship. Furthermore, the proposed model was able to explain 65.20% of the students' satisfaction with the University.

scholarly journals Responses to student plagiarism in higher education across Europe

2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Irene Glendinning
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Good Practice ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Eu Member States ◽  
Student Plagiarism ◽  
Student Focus ◽  
The Uk ◽  
The Impact

A significant amount of research has been undertaken in response to high levels of student plagiarism in higher education institutions (HEI). New models have emerged over the last decade for strategies and systems for detection, penalties and mitigation, based on deeper understanding of the underlying reasons behind student plagiarism. Most research has been initiated by academics from English speaking countries, particularly from the UK, North America and Australia. When the proposal for the Impact of Policies for Plagiarism in Higher Education across Europe (IPPHEAE ) project was developed during 2009 very little research had been conducted about the policies for academic integrity adopted by HEIs in the majority of countries in Europe. IPPHEAE, funded by the European Commission (2010–2013), included a comparative study of policies and procedures in place in HEIs across 27 European Union (EU) member states for handling aspects of academic integrity, focusing specifically on bachelor and master’s levels. The survey instruments were on online questionnaires, student focus groups, structured interviews and analysis of documentary evidence, designed with a view to capture a range of quantitative and qualitative responses from different perspectives. Almost 5,000 responses were captured for the survey, mainly from online questionnaires, made available in 14 languages. Different questions were asked of students, teaching staff and senior managers, to determine how well institutional procedures were understood, to what extent they were operating as intended and whether there was consistency of outcomes within and between institutions. Interviews with researchers and people associated with national bodies and agencies responsible for higher education (HE) quality or academic integrity explored broader perspectives on issues such as national policies and how responses to plagiarism aligned with policies for quality and standards. This paper presents results from the survey that focus specifically on institutional policies, highlighting examples of good practice and also areas of concern. The findings suggest that different approaches should be adopted according to the maturity of existing policies and systems in all the countries surveyed, to promote more effective assurance of quality, standards and academic integrity.

New voices: The usefulness of a narrative approach to social work research

2017 ◽  
Vol 16 (2) ◽  
pp. 273-288 ◽  
Author(s):  
Cath Hill ◽  
Geoff Burrows
Keyword(s):  
Research Question ◽  
Perfect Match ◽  
Narrative Approach ◽  
Research Approach ◽  
Academic Experience ◽  
Health Service Provision ◽  
Narrative Methods ◽  
Social Work Research ◽  
The Uk ◽  
The Impact

For many new academics, coming to a decision about which research methodology to employ for their doctoral studies can be daunting. Faced with numerous options, sometimes contradictory advice from experienced scholars and a desire to find the perfect match for a research question, one can find the decision to opt for a particular methodological path a huge step, and it can be hindered by nagging concerns and a lack of academic experience. This article draws together two short pieces of writing from PhD students at Lancaster University, who attended and were inspired by a workshop on narrative methods, led by Professor Catherine Kohler Riessman. The first piece is a reflective account of why the author was drawn to narrative methods for her research. It explores the impact of charities and how this is articulated qualitatively, within the context of a mixed market approach to welfare and health service provision in the UK. It discusses what she observes to be the parallels between a narrative research approach and her practice as a social worker and details her experience of completing her first narrative interview. The second is about how the author was inspired by the workshop to produce a pilot study on attitudes of male offenders towards violence against women using the narrative approach and including excerpts from his research data. Finally, it draws together their thoughts about the workshop and how they intend to continue working with narratives in their future.

The Film World’s Cooperative Store: Institutions and Films of the 1930s and 1940s

2018 ◽  
Author(s):  
C. Claire Thomson
Keyword(s):  
World War Ii ◽  
Meat Products ◽  
Public Information ◽  
Early History ◽  
World War ◽  
International Context ◽  
German Occupation ◽  
History Of ◽  
The Uk ◽  
The Impact

This chapter traces the early history of state-sponsored informational filmmaking in Denmark, emphasising its organisation as a ‘cooperative’ of organisations and government agencies. After an account of the establishment and early development of the agency Dansk Kulturfilm in the 1930s, the chapter considers two of its earliest productions, both process films documenting the manufacture of bricks and meat products. The broader context of documentary in Denmark is fleshed out with an account of the production and reception of Poul Henningsen’s seminal film Danmark (1935), and the international context is accounted for with an overview of the development of state-supported filmmaking in the UK, Italy and Germany. Developments in the funding and output of Dansk Kulturfilm up to World War II are outlined, followed by an account of the impact of the German Occupation of Denmark on domestic informational film. The establishment of the Danish Government Film Committee or Ministeriernes Filmudvalg kick-started aprofessionalisation of state-sponsored filmmaking, and two wartime public information films are briefly analysed as examples of its early output. The chapter concludes with an account of the relations between the Danish Resistance and an emerging generation of documentarists.

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