Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance Service
(Cal Weatherald; Ester Ehiyazaryan)
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
•CETL Promoting learner
autonomy
•Informal sources of support for
students – Education Guidance
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
•Transition and taking
responsibility
•Student engagement
•Students' control over learning
•Students' control over
assessment and feedback
•The role of peers in developing a
sense of self in the learner
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Key texts:
1.
McNair, S. 1996, Putting Learners at the
Centre - Reflections from the Guidance and
Learner Autonomy in Higher Education
Programme, Higher Education and
Employment Division, DfEE.
2.
Fazey, D. & Fazey, J. 2001, "The Potential for
Autonomy in Learning: perceptions of
competence, motivation and locus of control in
first-year undergraduate students", Studies in
Higher Education, vol. 26, no. 3, pp. 345-352.
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Key texts:
1.
McNair, S. 1996, Putting Learners at the
Centre - Reflections from the Guidance and
Learner Autonomy in Higher Education
Programme, Higher Education and
Employment Division, DfEE.
2.
Fazey, D. & Fazey, J. 2001, "The Potential for
Autonomy in Learning: perceptions of
competence, motivation and locus of control in
first-year undergraduate students", Studies in
Higher Education, vol. 26, no. 3, pp. 345-352.
‘Guidance is not about telling
people what to do: rather it is a
process of finding and
interpreting evidence, selfexploration, planning and
review. Above all it is a process
of helping individuals to learn
to be autonomous, to take
control of their own decisions
and to make decisions wisely…
This is a very different notion
from the common perception of
it as a kind of welfare service,
picking up the pieces when
students or systems fail.’
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Key texts:
1.
McNair, S. 1996, Putting Learners at the
Centre - Reflections from the Guidance and
Learner Autonomy in Higher Education
Programme, Higher Education and
Employment Division, DfEE.
2.
Fazey, D. & Fazey, J. 2001, "The Potential
for Autonomy in Learning: perceptions of
competence, motivation and locus of
control in first-year undergraduate
students", Studies in Higher Education,
vol. 26, no. 3, pp. 345-352.
'Autonomous people are
intrinsically-motivated,
perceive themselves to be in
control of their decision-making,
take responsibility for the
outcomes of their actions and
have confidence in
themselves. Many authors link
these characteristics to the
sense of self which enables
autonomous people to act
within a personal belief system,
providing them with the
framework for their decisionmaking and personal planning.'
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Methodology
•Grounded theory; constant comparative method (Glaser & Strauss; Strauss
& Corbin, 1998);
•In-depth, semi-structured interviewing;
Sampling
Convenience sample: 30 students who had used the Education Guidance
Service
Interview questions
Motivation for learning
Goals in learning
Skills in managing learning
Noticing issues and taking action
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Transition
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Informed reflection
Student 1
‘In the first year I found the course was quite unorganised. But
then I realised it was actually me who was unorganised, not the
course. Because you have to - from A level you have been
spoonfed. You get the notes - what you are going to be
reading, you get the homework, and what date it is supposed
to be in. Whereas at university you have to go on Blackboard, print
off your notes, find out what you have to do for the next seminar.
And I think - now I am quite organised, I realise it is not an
unorganised course, but in the beginning I was really
confused about everything.’
Student 2
Student: Obviously it depends on your personal relationship. And
obviously you are still going to - if you are going to contribute to the
lesson your tutor will help you think - if you are willing to learn they
would be more ready to support you at the same time, and then
you start to negotiate - if I meet you outside of lesson time etc.
Researcher:
Student:
that.
Do you think that has developed over time?
Yes because in my first year I didn't know I could do
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Engagement
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Engagement
Student 1
‘Student: I felt there were some lecturers the
way they present the lecture is not interactive.
They are not aware whether the student
understands or not, but they keep delivering.
So I feel that interactivity is very important if
you want the student to join the discussion.
When the lecturer goes into the lecture room
then the lecturer will start to read, sometimes
just reading the lecture slides.
Researcher:
So what do you do
about this? Have you approached the tutor?
Student: Actually I didn't approach this
tutor, because during the seminar I felt this
lecturer was very friendly. If you approach
the lecturer personally she will explain a lot of
the things, which is very helpful. But when she
delivers the lecture this is not the case
because ... may be she needs more training in
terms of the delivery.'
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Engagement
Student 2
‘They don’t practice what they
preach. They tell us things and they
don’t do it themselves. They say how
we have to be interactive in school
and then they just talk to us for two
hours in a lecture and we just make
notes. It’s just still very theory based.’
Student 3
‘Well the first year I just had such
a good time - my results were
fantastic, at the end that was
fantastic, but the actual lessons
that we had were so much fun.
The lecturers made it - I seemed
to laugh all the time.’
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Engagement
Student 4
‘Student: I do think I should have an
option to ask questions. I think no one ever
knows anything a hundred percent
themselves and by asking you share your
ideas and you just make that point to make
sure you are on the right track. So then you
know what is expected of you. I think you
should always be allowed to ask
questions, and sometimes you find you
are not allowed to ask.
Researcher:
to ask questions?
You are not allowed
Student: No you can't - you can ask at a
certain point, like if you want someone to
help you with your draft. I think everyone
should have that choice.’
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Experiencing control
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Experiencing control
Student 1
“Student: But a lot of people thought
why is that anything to do with what we
are studying. Because it has a whole
new way of marking a new way of
referencing.
Researcher:
If everyone on
the course felt this way, did you not feel
you had to say something to the tutor,
say ‘look we don't understand how this
relates to our course?
Student: I think it's just the hierarchy,
I think we didn't feel like we could say
that because at the end of the day it
came down to the tutors they choose
the course, they choose what they are
teaching us.”
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Experiencing control
Student 2
“Researcher:
But you mentioned an
issue there with lecturing time - have you
approached your tutors regarding this?
Student: No, we try not to do that as
students. We always think it will affect our
grades and you always keep quiet about it. But
you notice there are lots of lectures being
cancelled. For example on one week I think it was
something like three lectures cancelled. And
some people are coming from Barnsley, from
Doncaster, and they are coming for an hour's
lecture and it is cancelled.
Researcher:
Well this is obviously a
problem and you feel like if you complained it
might affect your grades?
Student: Yes, I would prefer not to complain.
I mean it is natural that we cannot complain
about the tutor.”
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Experiencing control
Student 3
‘Student: It is difficult in a sense when deadlines
are arriving and they are marking and I am sort of
trying to get back for whatever reason it is difficult to
sit down and talk to them about it. But then again I
don't want it to be an issue. Because I do find that
if you challenge certain issues I feel that you get
penalised for it. And that has reflected on me.
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Experiencing control
Student 4
Researcher:
Ok so if you needed to
see your tutor outside of lectures, would you
do that - would you approach them?
Student:
honest.
I was too scared to do it to be
Researcher:
allowed to do that.
Right. But you are
Student: Yes, I am allowed to do it but I
just find it very scary, because obviously
you don't get to see them that often in a
big lecture theatre… It is very difficult to
approach them it's like a fear.’
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Experiencing control
Student 5
“Researcher:
So going back to
taking action about this - what action did you
take?
Student: First of all I spoke to a lecturer the lecturer I think I have the best relationship
with. And raised the concern with her what
she thought I should do. I then spoke to my
course leader. And he then spoke to the
head of student services, and arranged to
meet with myself and her. And then
basically they just asked me what the
issues were for me and how I thought we
could resolve them for this module.”
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Experiencing control
Student 6
Researcher:
What was the triggering
event, what made you realise you had to...
Student: ...Come and talk to guidance? Ok - I
had been working on my dissertation and it's just it's a difficult process, and I was hitting a wall and
I needed to talk it out with somebody. And my
tutor's really great and he's very supportive but he
always - he's spent so much time with me and I
didn't want to take up more of his time and -I don't
know I wanted to talk out my ideas with someone
else to see what they thought. And so I came into
guidance I figured - ok if I could get someone
else's opinion, someone else's view. This could
hopefully get me more back on track.
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Experiencing control
‘Learners will only be prepared to take control of
their own learning when they feel confident to do so.
They will only participate freely in learning activities
when they are not threatened by failure and the risk
of appearing incompetent in front of others. If the
aim is to encourage students to think for
themselves, explore the subject, become involved in
debate about contentious issues, be divergent in
their thinking, writing and project work then we must
give them the confidence – the perception of
personal competence – that will encourage them to
do this.’
(Fazey, 1996)
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Control over assessment and feedback
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Control over assessment and feedback
Student: I got feedback and then I went to speak to her. I said 'I'm not
happy with this result'. The amount of hours, the amount of time, and
effort that went into it deserved more than a 54%. I know that for a
fact. And it's not just because of the time and effort, because
obviously you don't mark somebody on the time and effort. But the
content that I had put into that assignment was quite a lot and the word
count on that question was very low. So as much as we put in we had to
meet that word count and I think that was one disadvantage of that
assignment. An assignment of that quality - they are after quality, not
quantity - the word count needs to be much higher. And when I got the
result from that assignment it really put me down in a sense that - why
even bother. Because in previous years I may not have even tried as
hard, but this year I have tried very hard.
Researcher:
Ok so you spoke to the tutor and what did she say?
Student: Exactly what she said was that “I can't mark you on your
effort, I can't mark you on your time. I can only mark you on what's
there. You suggested proposals but you didn't critically evaluate them.” And
then she said 'in some sense you had', which was pretty confusing to me,
that one minute you are saying to me I haven't and in the other minute you
are saying that I have. So it is pretty confusing.’
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
Control over assessment and feedback
‘If the student is seen as a self-determining person, and thereby
significantly self-assessing, then assessment will include the
process of learning as well as work done on the content of
learning…We are therefore immediately presented with the importance of
process assessment, as well as content assessment. Assessing how I
learn and how I provide evidence of what I have learned is really more
fundamental than assessing what I have learned. The shift to selfdirection and self-assessment starts to make process more important than
content. Procedural competence is more basic than product competence,
since the former is a precondition of providing many good products, while
the latter is one off – each good product is strictly a witness only to itself.’
(Heron in Boud, 1998: 86)
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
The role of peers in developing a sense of self
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
The role of peers in developing a sense of self
'Autonomous people are intrinsically-motivated,
perceive themselves to be in control of their
decision-making, take responsibility for the
outcomes of their actions and have confidence
in themselves. Many authors link these
characteristics to the sense of self which enables
autonomous people to act within a personal belief
system, providing them with the framework for
their decision-making and personal planning.'
(Fazey & Fazey, 2001)
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
The role of peers in developing a sense of self
an uncritical environment...
Researcher:
about?
What do you talk
Student: I mean the tutors are there
but for me I think I'd feel stupid going
right back to the tutor after we just came
out of the class and trying to clarify
things with them again. I prefer first
talking to the other students to find out
what they think, because... I guess it's a
personal thing - if I'm going to look like an
idiot I'd rather have my fellow students,
fellow colleagues to see me as that instead
of the tutor.
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
The role of peers in developing a sense of self
personal development planning...
Student: Yes I do. I think because you
have such strong bonds - we've all lived
together for three years and we've
grown up, and I think we've seen a big
change in all of us. In the beginning
we didn't know what to do - we all did
these courses and - we didn't - well
we were just doing them because we
didn't want to go into work. But now
we are all thinking - we've done this, we
are going to have a degree, we all know
what we want to do and we are all very
different, but I think we are all helping
each other. I mean we talk about the
future and help each other decide 'oh, you're good at this' and 'you're
good at that'. And it is that
relationship which helped us...
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
The role of peers in developing a sense of self
knowledge of each other...
Student: Sometimes if things crop up my friends
would say ‘That would be good for you, because you
want to work with children.’ There was a vacancy in
the nursery at Hallam and my friends told me about
that because they were thinking of me getting
experience. And my housemate she wants to be a
teacher so we help each other out because I found
out about a teaching fair and I told her about that so
we help each other out.
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
•Are informal sources of support such as education
guidance and peer support promoted and supported
within an HE institution?
•How do faculties interpret the factors which students
have described as affecting their learning?
•How can they contribute faculty efforts to enhance the
student experience?
education
guidance
Engagement and the experience of control
•Do we recognise the relationship between engagement
and affording students control over their learning?
faculties
Transition
•Do we place enough emphasis on the kind of reflection
and transition which happens in 2nd and 3d year? Is the
role of guidance recognised as supporting students in
actively generating questions on their learning?
research
Summary
Students managing their learning: an investigation into
perspectives and patterns of behaviour of students using the
Education Guidance service
References
1.
Fazey, D. (1996). Guidance for learner autonomy. In S. McNair (Ed.), Putting
learners at the centre - reflections from the guidance and learner autonomy in
higher education programme (pp. 25-47). Sheffield: Higher Education and
Employment Division of the DfEE.
2.
Fazey, D., & Fazey, J. (2001). The potential for autonomy in learning: Perceptions
of competence, motivation and locus of control in first-year undergraduate
students. Studies in Higher Education, 26(3), 345-352.
3.
Glaser, B., & Strauss, A. (1967(b)). The constant comparative method of
qualitative analysis. The discovery of grounded theory (pp. 101). New York: Aldine
Publishing Company.
4.
Heron, J. (1988). Assessment revisited. In D. Boud (Ed.), Developing student
autonomy in learning (2nd ed.) Kogan Page.
5.
McNair, S. (1996). Putting learners at the centre - reflections from the guidance
and learner autonomy in higher education programme. Higher Education and
Employment Division, DfEE.
6.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research (2nd ed.). London:
SAGE Publications.