scholarly journals The impact of student timetables and commuting on student satisfaction

2021 ◽  
Author(s):  
Nigel Page ◽  
Gary Forster-Wilkins ◽  
Mark Bonetzky
Keyword(s):  
Student Satisfaction ◽  
Learning Environments ◽  
Negative Correlation ◽  
Widening Participation ◽  
Student Survey ◽  
Strong Negative Correlation ◽  
Diverse Range ◽  
Student Groups ◽  
The Impact ◽  
Minority Ethnic

Widening participation has encouraged students from a diverse range of backgrounds into university with more students commuting (many being Black and Minority Ethnic, BME). Since timetabling forms a major way by which students identify and interact with their learning environment understanding its influence is important. This project aimed to identify the experiences of students with their timetables using questionnaires and focus groups to determine perceptions and relationship to travel to university by ethnicity, gender, age and level of study. Five hundred and fifty students participated across levels 4 to 6 at Kingston University. There was a strong negative correlation between travel time and ‘the timetable works efficiently for me’ (Question 16, National Student Survey). Students from ethnic backgrounds on average were found to travel double the distances of their White counterparts to get to university. In addition, timetable satisfaction was also reflected in the modes of transport used and in perceptions of expected timetabled hours (i.e., whether too many or too few hours scheduled) based on travel times. We identified a number of inclusive priorities to help improve the timetable for student groups including having later starts to days and one guaranteed day free per week. In addition, the COVID-19 world has temporarily reduced the need for most students to commute and can be regarded as a positive disruptor for future commuting students. Certainly, it will be important to find a new balance in applying the identified priorities and the realised alternative COVID-19 teaching practices for creating more inclusive, flexible and blended learning environments to achieve the ultimate student-centred timetable.

Collaboration and co-production with Black, Asian and minority ethnic students: working in partnership with our students to inform and deliver access and participation practice

2021 ◽  
Vol 23 (3) ◽  
pp. 108-123
Author(s):  
Heather Lloyd ◽  
Reena Kaur
Keyword(s):  
Undergraduate Students ◽  
Advisory Panel ◽  
Widening Participation ◽  
Student Groups ◽  
North West ◽  
Biennial Conference ◽  
University Access ◽  
Access Programme ◽  
Ethnic Students ◽  
Minority Ethnic

In recent years, the topic of UK-domiciled undergraduate students from Black, Asian and minority ethnic (BAME) backgrounds not accessing, succeeding and progressing as well as their White peers in Higher Education (HE) has gained increased policy and media attention. Institutions are required to address gaps amongst student groups that are underrepresented within HE, including students from BAME backgrounds, through their Office for Students' (OfS) regulated Access and Participation Plan (APP). This paper offers specific examples of how Edge Hill University, a university in North West England, has begun to approach this work in the new regulatory environment. APPs now place an increased emphasis upon research informed practice, student engagement, consultation, and evaluation. This innovative practice article provides a detailed example of genuine collaboration and coproduction with students to develop and deliver APP work, and extends an earlier presentation delivered at the March 2021 Open University Access Participation and Success International Biennial Conference. In this article, the authors outline the development of a new Diversity Access Programme and a BAME Student Advisory Panel. The paper offers a reflective account of how APP leads, Widening Participation (WP) practitioners, evaluators and students can work together effectively in partnership to design and deliver WP initiatives.

The impact of engagement with extracurricular activities on the student experience and graduate outcomes for widening participation populations

2011 ◽  
Vol 12 (3) ◽  
pp. 203-215 ◽  
Author(s):  
Mary Stuart ◽  
Catherine Lido ◽  
Jessica Morgan ◽  
Lucy Solomon ◽  
Steve May
Keyword(s):  
Extracurricular Activities ◽  
Undergraduate Students ◽  
Economic Status ◽  
Widening Participation ◽  
Extracurricular Activity ◽  
Student Groups ◽  
Self Identity ◽  
Cultural Fit ◽  
Potential Employer ◽  
The Impact

This research examined extracurricular activity (ECA) effects on students’ experiences, outcomes and future job prospects. A survey of diverse undergraduate students, along with alumni and potential employer interviews, revealed differences in students’ engagement with ECAs beyond the classroom. Variations between ‘traditional’ and ‘widening participation’ student groups emerged, with older and ethnic minority students spending more time with non-university ECAs, engaged in family, religious and solitary activities. Lower socio-economic status (SES) students spent more time working, and less time engaging in ECAs. Alumni reflected ECAs as key to developing self-identity, social networks and career prospects/pathways. Employers stressed the value of ECAs for ‘distinguishing’ candidates, providing evidence of cultural fit, leadership, commitment, and ‘selling’ original activities. As (university-linked) ECAs were key for undergraduate outcomes and graduate employment prospects, emerging ethnic, age and SES patterns of engagement have implications for persistent inequalities in employment (despite widening participation agendas).

scholarly journals A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments

2017 ◽  
Vol 16 (1) ◽  
pp. ar12 ◽  
Author(s):  
Paula A. G. Soneral ◽  
Sara A. Wyse
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Scale Up ◽  
Design Feature ◽  
Learning Gains ◽  
Grade Point ◽  
The Impact

Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey data from instructors and students to prioritize the most salient SCALE-UP classroom features, we created a low-tech “Mock-up” version of this classroom and tested the impact of these features on student learning, attitudes, and satisfaction using a quasi-­experimental setup. The same instructor taught two sections of an introductory biology course in the SCALE-UP and Mock-up rooms. Although students in both sections were equivalent in terms of gender, grade point average, incoming ACT, and drop/fail/withdraw rate, the Mock-up classroom enrolled significantly more freshmen. Controlling for class standing, multiple regression modeling revealed no significant differences in exam, in-class, preclass, and Introduction to Molecular and Cellular Biology Concept Inventory scores between the SCALE-UP and Mock-up classrooms. Thematic analysis of student comments highlighted that collaboration and whiteboards enhanced the learning experience, but technology was not important. Student satisfaction and attitudes were comparable. These results suggest that the benefits of a SCALE-UP experience can be achieved at lower cost without technology features.

Widening Participation in Theatre through ‘Relaxed Performances’

2015 ◽  
Vol 31 (1) ◽  
pp. 59-69 ◽  
Author(s):  
Andrew J. Kempe
Keyword(s):  
Widening Participation ◽  
Drama Education ◽  
Diverse Range ◽  
Sensory Stimuli ◽  
Children And Young People ◽  
Significant Step ◽  
Spectrum Disorders ◽  
The University ◽  
The Impact

In this article Andy Kempe discusses how a nationwide project has marked a significant step forward in improving access to the theatre for UK audiences who have hitherto felt largely excluded from theatre by mounting a number of ‘relaxed performances’. He makes particular reference to autistic spectrum disorders to illustrate how, in order to widen participation, theatres need to cater for a diverse range of individual needs. The article explores the challenges of catering for children and young people who may be, variously, under- or over-sensitive to sensory stimuli, in both the way performances are adapted and how the front-of-house is organized. A case study is offered of how one small regional theatre sought to address these challenges by giving a ‘relaxed performance’ of its annual pantomime. The impact of the production is considered as well as insights that have emerged from the enterprise. Andy Kempe is Professor of Drama Education and a Teaching Fellow of the University of Reading. His work with students of all ages and abilities has informed his numerous publications on a variety of issues in drama and arts education, including Drama, Disability, and Education (Routledge, 2012).

scholarly journals The Impact of Students’ Perceptions of Online Learning Environments on Students’ Satisfaction in the Context of Covid-19 Pandemic

2021 ◽  
Vol 2 (3) ◽  
pp. 61-72
Author(s):  
Sunipa Ghosh Dastidar
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Student Interaction ◽  
Online Learning Environments ◽  
Student Autonomy ◽  
Instructor Support ◽  
The Impact ◽  
Students Satisfaction

In the context of the Covid-19 pandemic, the present study aimed to examine students’ perceptions of online learning environments and students’ satisfaction based on their academic stream. The study also investigated the impact of students’ perceptions of online learning environments on students’ satisfaction. A quantitative descriptive survey method was applied. This study included 230 students (130 undergraduate and 100 postgraduate students) from colleges and universities of West Bengal. Online Learning Environments Survey, an adapted and translated (Bengali) version of the Distance Education Learning Environments Survey (DELES) by Scott L Walker (2003), was used for collecting data. For data analysis, statistical techniques, ANOVA and regression analysis were performed. The results revealed significant mean differences among arts, commerce, and science students’ perceptions of online learning environments in the dimensions of student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy except in instructor support. Furthermore, a significant mean difference in student satisfaction was found based on the academic stream. The result revealed that overall students’ perceptions of online learning environments had a significant impact on student satisfaction, with student interaction and collaboration being the most significant predictor of all; however, instructor support, active learning, and student autonomy were not found to be significant predictors of student satisfaction.

scholarly journals Survey Of Maritime Student Satisfaction: A Case Study On The International Student Survey To Identify The Satisfaction Of Students In Mathematical Courses

2021 ◽  
Vol 93 (6s) ◽  
pp. 9-23
Author(s):  
Anita Gudelj ◽  
◽  
Jeļena Liģere ◽  
Inga Zaitseva-Pärnaste ◽  
Agata Załęska-Fornal ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
International Student ◽  
Influential Factors ◽  
Student Survey ◽  
Online Questionnaire ◽  
Study Program ◽  
Within Subjects ◽  
The Impact

This study presents the analyses of students’ preferences, satisfaction and perception of learning mathematical subjects at higher education maritime institutions in Croatia, Latvia, Estonia and Poland. All these institutions participate as project partners in the MareMathics project. In order to evaluate the effectiveness of teaching and learning mathematics, a preliminary student survey was conducted in all project partner institutions. Two indicators were analyzed: exam success rate and learning outcomes achieved. The developed online questionnaire contained a number of questions about the teaching methods and tools used by lecturers. Students assessed the impact of different teaching methods, expressed their satisfaction with learning materials, their impact on the results achieved by them, and the overall course. The analysis of the obtained data revealed that students faced difficulties in completing their tasks within subjects on mathematics and statistics. These research results lead to the conclusion that the used methods and tools of teaching mathematics and statistics, which are the essential influential factors on the overall satisfaction of students, are not effective and need to be modernized in the institutions under consideration. And this fact is crucial in the process of study and teaching of mathematical subjects as those subjects make up the base and necessary tools in learning other courses contained in the study program, especially in technical and engineering studies.

Do students really engage with their skills development in the context of widening participation? An institutional case study

2020 ◽  
Vol 22 (3) ◽  
pp. 30-63
Author(s):  
Ufuk Alpsahin Cullen
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Employability Skills ◽  
Widening Participation ◽  
Self Awareness ◽  
Career Plans ◽  
Self Confidence ◽  
The Impact ◽  
Minority Ethnic

This study investigates how the prior experience of a diverse undergraduate cohort at an English higher education institution relates to barriers to employability and changes in students' perceptions of their employability skills and career plans throughout the duration of their studies. It considers the impact of a range of demographic factors used to identify students from backgrounds underrepresented in higher education (HE). Data collection was conducted within a micro institutional context where the majority of students and staff are from Black, Asian and minority ethnic (BAME) backgrounds. Such diversity contributes to the originality of the study.We have adopted a mixed methods approach by bringing together both quantitative and qualitative evidence. The study took two years to complete and 150 students across different programmes participated. We found that perceived levels of employability skills were closely associated with the background and age of the students. We observed that an increase in self-awareness resulted in a significant decrease in self-confidence, which caused a change in participants' career plans from looking for a relevant job to looking for any available job.

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