Learning by doing: The reciprocal
relationship of students as
participators in research
Sebastian Stevens, Anne Bentley, Julie Swain,
David Sibley and Grace Anderson
Introduction
• Overview of the SHINE project
• Student Focus Group activity as part of the SHINE Project
• Theoretical underpinnings of students learning through
participation in academic research
• Student and staff feedback
• Conclusion and recommendations
15,000+ students studying ‘off
campus’
20 partner institutions
• Plymouth University
Digital Strategy 20122020
• Academic Partnerships
Digital Strategy 20122020
• Teaching, Learning &
Student Experience
Strategy 2013-2020
24/7, edgeless campus, student
experience
Research and Teaching: HE in FE
“We want all students to access the benefits exposure to teaching informed by research can
bring…we believe an understanding of the research process – asking the right questions the right
way; conducting experiments; and collating and evaluating information – must be a key part of
any undergraduate curriculum (Bill Rammell, UK Minister for Education, 2006, 3).
‘All undergraduate students in all higher education institutions should experience learning
through and about research’ (Healy and Jenkins 2008: 1)
Students as Participators
Research Tutored
Curriculum emphasises
learning focused on students
writing and discussing papers
Emphasis
and essays
on Research
Content
Research led
Curriculum is structured
around teaching subject
content
Research-Teaching Nexus
Healey (2005)
Research Based
Curriculum emphasises
students
Undertaking inquiry
based learning
Research Oriented
Curriculum emphasises
teaching processes of
knowledge construction
in the subject
Students as Audience
Emphasis on
Research
Processes
and
Problems
Practical vs. Theoretical Learning of Research Methods
‘Practical experience is essential to the learning of research
methods…and this experience should be as ‘real’ as possible’
(Winn 1995: 204)
Classroom based teaching can teach students skills in:
• Data collection
• Sampling
• Data analysis
• Presentation of findings
However it cannot substitute practical experience in two important
ways
The Focus Group Activity
The Focus Group activity ran as follows:
• Introduction and aims of the session
• 1 Hour Focus Group interview facilitated by the researcher (audio
recorded)
• 30 Minute reflection on the practical and methodological benefits
and limitations of Focus Group Interviews, as well as qualitative
data collection more widely
• Lunch provided by the project
Focus Group Activity
The Focus Group itself drew upon Kolb’s (1984) learning cycle to underpin the
activity.
Brief
Theoretical
theoretical
and
inputPractical
from in class
Knowledge
activities
Use Focus Groups
Take
part in afor
1
as
a Method
Hour
Focus Group
independent
Interview
research
project
Concrete Experience
Apply new knowledge of
Apply what has been
the method to future
learnt to students
research experience in
independent research
academia or
project
employment
Active
Experimentatio
n
Reflective
Observation
Abstract Conceptualisation
Conclude
the and
Conclude,
learn
effectiveness
of using
theorise
from experience
the peers
method
and
the
with
and
lecturer
limitations
of it
back
at the college
30
Minutes
on
Reflect
on reflection
experience
the Focus Group
of
utilising this
Methodology led by
research
Lecturer
and method
Researcher
Theoretical Underpinnings
• Transformative learning theory
• Murray (2009) Peer Support
• Constructive Alignment (Biggs and Tang: 2007)
• Schon (1983) Reflective Practitioner
Student Feedback
Table 1. Student Feedback Questionnaire Results
%
Taking part in the
Focus Group at
Plymouth made
me feel more
integrated with
Plymouth
University
Taking part in
‘real’ research
positively
impacted on my
ability to conduct
research projects
on my HE
programme
(N= 6)
(N= 7)
Students at
Partnership
colleges should
be invited to take
part in more
academic
research at
Plymouth
University
Taking part in
academic
research projects
is valuable for my
learning
(N= 7)
(N= 6)
Strongly
Agree
16.7
14.3
33.3
42.9
Agree
50.0
57.1
66.7
57.1
Disagree
33.3
14.3
0.0
0.0
Strongly
Disagree
0.0
14.3
0.0
0.0
100.0
100.0
100.0
100.0
Total
Student Feedback
Students also provided the research team with some valuable
qualitative feedback comments
When asked about students learnt through taking part in the Focus
Group activity, students commented:
‘It gave us practical knowledge and experience [about Focus Groups]’
‘Understanding the advantages and disadvantages of Focus Groups’
‘The benefit of having small Focus Groups’
One student also commented:
‘I personally thought the Focus Group was useful and really beneficial to
aiding my personal development’
Staff Feedback
• Positive learning experience for the students
• Knowledge creation vs. Value Creation
• Flipping theory and practice
Conclusion
The majority of partner college students involved in the Focus
Group felt more integrated within the university after taking
part in the research
The Focus Group provided the research team with rich and
meaningful research data as part of the SHINE project
Students overwhelmingly felt that taking part in academic
research is valuable for their learning and that taking part in
‘real’ research positively impacted on their ability to conduct
research on their own HE programme
Recommendations
Students should be provided with opportunities to be involved in
research as part of their HE programme regardless of their
programme or study location (Healey and Jenkins:2008), and this
experience should be as ‘real’ as possible (Winn: 1995).
Where possible, embedding a learning activity alongside data
collection for academic research involving students could encourage
gatekeepers to provide researchers access to student populations,
make the experience more valuable for the student participators,
and potentially have a positive impact on the quality of the research
data.
This process should be inclusive of the student population at
Plymouth University and involve partnership college students
alongside campus based students.
References
•
Biggs, J. & Tang, C. (2007) Teaching for quality learning at university: what the student does. 3rd edn. Berkshire: Open
University Press.
•
Healey, M. (2005) Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning.
In: Barnett, R. (Ed.) Reshaping the university: new relationships between research, scholarship and teaching.
Maidenhead: McGraw-Hill/Open University Press, pp. 30–42.
•
Healey, M & Jenkins, A. (2008) UC Magazine October, 17-19 (Magazine of University College Union)
•
Healey, M, Jenkins, A & Lea, J. (2014) Developing research-based curricula in college-based higher education. Higher
Education Academy
•
Kolb, D. (1984) Experiential learning. New York: Prentice Hall
•
Murray, J. (2009) The value of learning groups to the 1st year undergraduate experience for students of early childhood.
•
Schon, D. (1983) The reflective practitioner: How professionals think in practice. Aldershot, England: Ashgate
•
Winn, S. (1995) 'Learning by doing: Teaching research methods through student participation in a commissioned
research project'. Studies in Higher Education, 20 (2). pp 203-214
Worcester Journal of Teaching and Learning, (1): pp.1-13