Pub Date : 2019-11-22DOI: 10.29311/ndtps.v0i14.3221
J. Gaynor
An initial pilot evaluation is presented of students’ awareness of health and safety training provision, and a comparison of two models of health and safety training after a curriculum redesign. The old model focussed on students generating their own COSHH with highly variable approaches to checking understanding across our curriculum. The new model shifted the focus more on student understanding with a more harmonious approach using research-standard safety documentation and assessment processes. The new system has elements of research-connected teaching and authenticity with students finding the research-standard materials accessible. In terms of preparedness, each model has its benefits and some suggestions for future practice are presented.
{"title":"A consideration of two models of health and safety training for undergraduate chemists","authors":"J. Gaynor","doi":"10.29311/ndtps.v0i14.3221","DOIUrl":"https://doi.org/10.29311/ndtps.v0i14.3221","url":null,"abstract":"An initial pilot evaluation is presented of students’ awareness of health and safety training provision, and a comparison of two models of health and safety training after a curriculum redesign. The old model focussed on students generating their own COSHH with highly variable approaches to checking understanding across our curriculum. The new model shifted the focus more on student understanding with a more harmonious approach using research-standard safety documentation and assessment processes. The new system has elements of research-connected teaching and authenticity with students finding the research-standard materials accessible. In terms of preparedness, each model has its benefits and some suggestions for future practice are presented.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122393859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-06DOI: 10.29311/ndtps.v0i14.3270
Claire Cornock, Ellen M Marshall, Jess Hargreaves
Universities are often criticised for not adequately preparing students for the workplace. In particular, the testing of taught content through examinations does not reflect the open nature of most roles, which require the application of knowledge. The BSc Mathematics course at Sheffield Hallam University embeds employability development and applications throughout the course. In 2018/19 two work-related group assessments were introduced, in which first year students work collaboratively with companies and other students on real-world problems. This paper discusses the implementation and evaluation of the two projects, including the challenges and benefits, as observed by staff, students and clients.
{"title":"Work-related learning: benefits and challenges","authors":"Claire Cornock, Ellen M Marshall, Jess Hargreaves","doi":"10.29311/ndtps.v0i14.3270","DOIUrl":"https://doi.org/10.29311/ndtps.v0i14.3270","url":null,"abstract":"Universities are often criticised for not adequately preparing students for the workplace. In particular, the testing of taught content through examinations does not reflect the open nature of most roles, which require the application of knowledge. The BSc Mathematics course at Sheffield Hallam University embeds employability development and applications throughout the course. In 2018/19 two work-related group assessments were introduced, in which first year students work collaboratively with companies and other students on real-world problems. This paper discusses the implementation and evaluation of the two projects, including the challenges and benefits, as observed by staff, students and clients.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130111775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-06DOI: 10.29311/ndtps.v0i14.3238
A. Kelly, H. Mulrooney
Belonging is multidimensional, personal and geographical in nature. Establishing a sense of belonging benefits students and institutions. This study sought to explore aspects of belonging from the student perspective. Data were collected using open text boxes within a questionnaire and an optional focus group. A total of 617 students participated of whom 85% completed the questionnaire. One focus group with 3 participants was held. Qualitative data highlighted personal and social aspects of belonging, and the benefits of belonging for successful study. The importance of belonging was not agreed universally but most students identified it as important, and felt that they personally belonged. Understanding what belonging means and what influences it is important to enhance student engagement and retention.
{"title":"Student perceptions of belonging at university: a qualitative perspective.","authors":"A. Kelly, H. Mulrooney","doi":"10.29311/ndtps.v0i14.3238","DOIUrl":"https://doi.org/10.29311/ndtps.v0i14.3238","url":null,"abstract":"Belonging is multidimensional, personal and geographical in nature. Establishing a sense of belonging benefits students and institutions. This study sought to explore aspects of belonging from the student perspective. Data were collected using open text boxes within a questionnaire and an optional focus group. A total of 617 students participated of whom 85% completed the questionnaire. One focus group with 3 participants was held. Qualitative data highlighted personal and social aspects of belonging, and the benefits of belonging for successful study. The importance of belonging was not agreed universally but most students identified it as important, and felt that they personally belonged. Understanding what belonging means and what influences it is important to enhance student engagement and retention.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125678834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-02DOI: 10.29311/ndtps.v0i14.3211
Leanne A. Blount, Richard A. R. Blackburn
Picture boards as a visual support aid for in-lab demonstrator briefings were deployed for a single experiment in both the first and second year undergraduate practical classes. The boards are easy to create and provide an alternative, more accessible and ‘presentation friendly’ perspective of the laboratory manual associated with an experiment. The use of the boards during instructor briefings helped generate confidence and familiarity with the experiments to be performed and this type of demonstrator briefing was preferred to the traditional, more verbal style being used in other experiments. Utilization of the picture boards was also proven to help the students to process the pre-experimental and instructional information associated with the laboratory manual and practical operations.
{"title":"Picture boards as demonstrator aids for pre-practical briefings.","authors":"Leanne A. Blount, Richard A. R. Blackburn","doi":"10.29311/ndtps.v0i14.3211","DOIUrl":"https://doi.org/10.29311/ndtps.v0i14.3211","url":null,"abstract":"Picture boards as a visual support aid for in-lab demonstrator briefings were deployed for a single experiment in both the first and second year undergraduate practical classes. The boards are easy to create and provide an alternative, more accessible and ‘presentation friendly’ perspective of the laboratory manual associated with an experiment. The use of the boards during instructor briefings helped generate confidence and familiarity with the experiments to be performed and this type of demonstrator briefing was preferred to the traditional, more verbal style being used in other experiments. Utilization of the picture boards was also proven to help the students to process the pre-experimental and instructional information associated with the laboratory manual and practical operations.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124811131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-02DOI: 10.29311/ndtps.v0i14.3217
C. Hutton, J. Robson
Developing an online learning community can help to improve student success. This presents a challenge as the student cohort is often time-limited and shifting in composition before a module starts. The continued evaluation and development of an online preparatory website for the new, year one module S112 - Science: concepts and practice is reported. Evaluation of the site in 2017-18 showed high levels of student satisfaction with the resources, though very little engagement with the asynchronous forum. Therefore, improvements before the October 2018 module start centred on increasing student engagement on the forum: Firstly, tutors moderating the forums were tasked with developing several optional scientific tasks for staged release to generate student discussion. Secondly, volunteer peer mentors from the 2017-18 presentation were recruited and trained as “student buddies” to provide non-academic advice and support.Student engagement increased markedly prior to the October 2018 module. The clearest emergent theme from tutors who moderated the forums was that students were seeking to establish a study community, rather than obtain subject-specific advice. Student response to the buddies was positive, with students more willing to ask questions of the buddies than of the tutor moderators. Data for S112 show that registrations at module start increased by 23.5% from 2017 to 2018, and early withdrawals (14 days after module start) dropped by 2%.Our results provide ideas for building online student engagement, particularly in scenarios where students may come and go, and have little available time: for example, bridging gaps in time or academic readiness, whether by blended or distance learning.
{"title":"Breaking barriers, building community: improving student engagement with preparation for studying online multidisciplinary science by distance learning - a case study","authors":"C. Hutton, J. Robson","doi":"10.29311/ndtps.v0i14.3217","DOIUrl":"https://doi.org/10.29311/ndtps.v0i14.3217","url":null,"abstract":"Developing an online learning community can help to improve student success. This presents a challenge as the student cohort is often time-limited and shifting in composition before a module starts. The continued evaluation and development of an online preparatory website for the new, year one module S112 - Science: concepts and practice is reported. Evaluation of the site in 2017-18 showed high levels of student satisfaction with the resources, though very little engagement with the asynchronous forum. Therefore, improvements before the October 2018 module start centred on increasing student engagement on the forum: Firstly, tutors moderating the forums were tasked with developing several optional scientific tasks for staged release to generate student discussion. Secondly, volunteer peer mentors from the 2017-18 presentation were recruited and trained as “student buddies” to provide non-academic advice and support.Student engagement increased markedly prior to the October 2018 module. The clearest emergent theme from tutors who moderated the forums was that students were seeking to establish a study community, rather than obtain subject-specific advice. Student response to the buddies was positive, with students more willing to ask questions of the buddies than of the tutor moderators. Data for S112 show that registrations at module start increased by 23.5% from 2017 to 2018, and early withdrawals (14 days after module start) dropped by 2%.Our results provide ideas for building online student engagement, particularly in scenarios where students may come and go, and have little available time: for example, bridging gaps in time or academic readiness, whether by blended or distance learning.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"147 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130677260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-30DOI: 10.29311/ndtps.v0i14.2821
K. Haxton, R. Darton
As part of a transnational degree programme, students in the UK and China were linked together to carry out group work. This was enabled by having two versions of our FHEQ Level 4 Sustainable Chemistry module; in person for UK students, and by distance learning for Chinese students. Groups were instructed to discuss issues relating to the UN Sustainable Development Goals in their respective countries and report back individually. Students who found the assignment interesting were more likely to indicate they would keep in touch, while those students who had fewer interactions or found the assessment guidelines unclear found the assignment less interesting and were less likely to wish to remain in touch. This kind of assignment is an example of what can be done with links to other institutions around the world.
{"title":"International Group Work for Sustainable Chemistry","authors":"K. Haxton, R. Darton","doi":"10.29311/ndtps.v0i14.2821","DOIUrl":"https://doi.org/10.29311/ndtps.v0i14.2821","url":null,"abstract":"As part of a transnational degree programme, students in the UK and China were linked together to carry out group work. This was enabled by having two versions of our FHEQ Level 4 Sustainable Chemistry module; in person for UK students, and by distance learning for Chinese students. Groups were instructed to discuss issues relating to the UN Sustainable Development Goals in their respective countries and report back individually. Students who found the assignment interesting were more likely to indicate they would keep in touch, while those students who had fewer interactions or found the assessment guidelines unclear found the assignment less interesting and were less likely to wish to remain in touch. This kind of assignment is an example of what can be done with links to other institutions around the world.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125196906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-26DOI: 10.29311/ndtps.v0i14.3208
H. Mulrooney
Self-assessment, whereby students are actively engaged in assessing the quality of their work, has been shown to benefit them. It is not routinely carried out in all institutions. This pilot study aimed to explore the extent to which students chose to engage with self-assessment when invited to do so, and how accurate they were when they did. A short pilot tool including qualitative and quantitative elements, was circulated to students within a school of the largest faculty of Kingston University. Students completed the self-assessment and submitted it with their completed assignments. Actual grades achieved were compared with self-assessments. Qualitative data were analysed using basic thematic analysis. The highest average marks achieved were in the group who correctly self-assessed their work. More students incorrectly self-assessed than correctly assessed their work, and almost a third of students did not engage with the activity. Those who incorrectly over-assessed their work had average marks similar to those that did not engage with the activity, significantly lower than the average marks achieved by the incorrect under-assessors and the correct self-assessment groups. Correct self-assessing students were more specific about the skills they demonstrated and the support they used for their assignments.
{"title":"Exploring self-assessments in university undergraduate students: how accurate are they?","authors":"H. Mulrooney","doi":"10.29311/ndtps.v0i14.3208","DOIUrl":"https://doi.org/10.29311/ndtps.v0i14.3208","url":null,"abstract":"Self-assessment, whereby students are actively engaged in assessing the quality of their work, has been shown to benefit them. It is not routinely carried out in all institutions. This pilot study aimed to explore the extent to which students chose to engage with self-assessment when invited to do so, and how accurate they were when they did. A short pilot tool including qualitative and quantitative elements, was circulated to students within a school of the largest faculty of Kingston University. Students completed the self-assessment and submitted it with their completed assignments. Actual grades achieved were compared with self-assessments. Qualitative data were analysed using basic thematic analysis. The highest average marks achieved were in the group who correctly self-assessed their work. More students incorrectly self-assessed than correctly assessed their work, and almost a third of students did not engage with the activity. Those who incorrectly over-assessed their work had average marks similar to those that did not engage with the activity, significantly lower than the average marks achieved by the incorrect under-assessors and the correct self-assessment groups. Correct self-assessing students were more specific about the skills they demonstrated and the support they used for their assignments.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"116 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120940702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-24DOI: 10.29311/NDTPS.V0I14.2824
R. Hilliam, D. Goldrei
There is an increasing focus within Higher Education on the wider student experience. Student engagement and a well-developed community are associated with greater levels of retention, student satisfaction and success. Whilst creating opportunities for students to engage with each other and staff may be easier in a face-to-face environment, the School of Mathematics and Statistics at The Open University has a long tradition of engaging distance learning students outside the ‘classroom’ environment. As the opportunities for face-to-face engagement have declined over time, the School has needed to adapt how this support is provided. One such initiative was to provide a subject forum with the specific remit of offering advice on module choice – the module advice forum. This paper shows how the forum fulfils a set of criteria which define a bounded learning community. Since its creation in the early 90’s the forum has flourished and now provides students with the opportunity to engage more fully in issues such as curriculum development and delivery of student support. The key to its success is the wide-ranging community which contributes, besides the students themselves: this includes academics, part-time tutors and advisory student support staff, who all have their ‘academic home’ in the School of Mathematics and Statistics. The forum is housed on a Study website which provides dedicated resources to which students are referred via the forum to answer specific questions regarding module choice at the appropriate point in their student journey.
{"title":"Creating an online mathematics and statistics community of learners","authors":"R. Hilliam, D. Goldrei","doi":"10.29311/NDTPS.V0I14.2824","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I14.2824","url":null,"abstract":"There is an increasing focus within Higher Education on the wider student experience. Student engagement and a well-developed community are associated with greater levels of retention, student satisfaction and success. Whilst creating opportunities for students to engage with each other and staff may be easier in a face-to-face environment, the School of Mathematics and Statistics at The Open University has a long tradition of engaging distance learning students outside the ‘classroom’ environment. As the opportunities for face-to-face engagement have declined over time, the School has needed to adapt how this support is provided. One such initiative was to provide a subject forum with the specific remit of offering advice on module choice – the module advice forum. This paper shows how the forum fulfils a set of criteria which define a bounded learning community. Since its creation in the early 90’s the forum has flourished and now provides students with the opportunity to engage more fully in issues such as curriculum development and delivery of student support. The key to its success is the wide-ranging community which contributes, besides the students themselves: this includes academics, part-time tutors and advisory student support staff, who all have their ‘academic home’ in the School of Mathematics and Statistics. The forum is housed on a Study website which provides dedicated resources to which students are referred via the forum to answer specific questions regarding module choice at the appropriate point in their student journey.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133373629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-07DOI: 10.29311/NDTPS.V0I14.3048
A. Kelly, Jake Bell, R. Dicker, M. Garcia, E. Kelly, Ricarda Streich, H. Mulrooney
Working effectively within multidisciplinary teams is an important employability skill common in postgraduate working life, but opportunities to develop this are limited in many undergraduate taught programmes. The projects reported here offered twelve level 5 undergraduate students from a range of science disciplines the opportunity to work with each other and staff on a specific research question. This paper explores the experience of cross-disciplinary research from both the student and staff research partners’ perspectives. In particular the employability skills gained from such partnership working, the potential for developing and demonstrating leadership skills, and the benefits and disadvantages are discussed.
{"title":"Active learning across disciplines: opportunities to develop employability skills and leadership potential in undergraduate students. A student and staff perspective.","authors":"A. Kelly, Jake Bell, R. Dicker, M. Garcia, E. Kelly, Ricarda Streich, H. Mulrooney","doi":"10.29311/NDTPS.V0I14.3048","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I14.3048","url":null,"abstract":"Working effectively within multidisciplinary teams is an important employability skill common in postgraduate working life, but opportunities to develop this are limited in many undergraduate taught programmes. The projects reported here offered twelve level 5 undergraduate students from a range of science disciplines the opportunity to work with each other and staff on a specific research question. This paper explores the experience of cross-disciplinary research from both the student and staff research partners’ perspectives. In particular the employability skills gained from such partnership working, the potential for developing and demonstrating leadership skills, and the benefits and disadvantages are discussed.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"1045 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123140008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-23DOI: 10.29311/NDTPS.V0I14.3047
Dylan P. Williams, Shane Lo Fan Hin, E. Erlina
Recent work on student perceptions of skills development and engagement with different teaching and learning approaches have provided useful evidence bases for practitioners aiming to enhance the student learning experience. Although there has been some useful research on student expectations in non-STEM (Science, Technology, Engineering and Mathematics) disciplines, there remains an opportunity to measure and analyse the expectations of students in STEM disciplines, particularly chemistry. The aim of this study was to measure the expectations that first year undergraduate chemists have of the types of learning experiences that will be included in their degree programmes, the amount of time per week that they will devote to different aspects of study and the types of learning behaviours they will adopt. Data was collected using questionnaires deployed at the Universities of Leicester and Sussex in the 2017/18 academic year. The study has shown that many students overestimate the amount of lecture based (59%) and small group based (57%) contact time they expect to have. Students appear to place a high value on the importance of feedback in the learning process but the proportion of students who agree they will read and act on feedback decreases over the course of the academic year. A number of factors feed into student reflections on the difference between expectation and reality including the quality of student life (e.g. quality of accommodation and social activities), value-for-money concerns (e.g. the amount of contact time and the quality of teaching) and matters related to workload and learning support.
{"title":"First-Year Undergraduate Student Expectations of two UK Chemistry Degree Programmes","authors":"Dylan P. Williams, Shane Lo Fan Hin, E. Erlina","doi":"10.29311/NDTPS.V0I14.3047","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I14.3047","url":null,"abstract":"Recent work on student perceptions of skills development and engagement with different teaching and learning approaches have provided useful evidence bases for practitioners aiming to enhance the student learning experience. Although there has been some useful research on student expectations in non-STEM (Science, Technology, Engineering and Mathematics) disciplines, there remains an opportunity to measure and analyse the expectations of students in STEM disciplines, particularly chemistry. The aim of this study was to measure the expectations that first year undergraduate chemists have of the types of learning experiences that will be included in their degree programmes, the amount of time per week that they will devote to different aspects of study and the types of learning behaviours they will adopt. Data was collected using questionnaires deployed at the Universities of Leicester and Sussex in the 2017/18 academic year. The study has shown that many students overestimate the amount of lecture based (59%) and small group based (57%) contact time they expect to have. Students appear to place a high value on the importance of feedback in the learning process but the proportion of students who agree they will read and act on feedback decreases over the course of the academic year. A number of factors feed into student reflections on the difference between expectation and reality including the quality of student life (e.g. quality of accommodation and social activities), value-for-money concerns (e.g. the amount of contact time and the quality of teaching) and matters related to workload and learning support.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123527494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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