ERIC EJ1146412: An Exploration of "Scaffolded" and "Experiential" Learning Environment's Impact upon Students' Experiences of a Challenging Level 6 Topic in Forensic Psychology: MAPPA

2017·0.08 MB·English

by  ERIC

An exploration of ‘scaffolded’ and
‘experiential’ learning environment’s
impact upon students’ experiences of
a challenging level 6 topic in forensic
psychology: MAPPA
Dean J. Wilkinson & Tim Jones
Higher education institutions want to develop rounded, independent learners equipped with the required
skills to embrace the challenges of post-graduation (European Commission, 2013). Vygotsky suggests learners
are interdependent, born as social beings with emotional intelligence. Experiential learning is created by
direct participation in life events (Houle, 1980). Learning which incorporates reflection upon everyday
experience creates deeper learning, therefore this study aimed to explore the use of a ‘scaffolded’ learning
environment combined with ‘experiential’ learning environment on students’ experiences of engaging with
a challenging level 6 topic in forensic psychology: MAPPA. The session consisted of 80 level 6 students.
The session was constructed around one basic scenario about a boy called Harvey. This scenario provided
the basic foundation for students to begin to explore, reflect and problem solve. The basic scenario was
accompanied by a number of work based scenarios, which contained specific information. Key themes
emerged around Actual Learning Outcomes; Barriers; Solutions; Experience. These themes are discussed in
the context of students learning and theories surrounding learning.
Keywords: Scaffolded learning; experiential learning; learning environments; interactive learning.
Introduction
PSYCHOLOGY, as a subject, has become sity students studying psychology per year
very popular due to the practical appli- at undergraduate level, full and part-time
cation and impact that it has on all areas (HESA, 2010). More women than men study
of life such as education; health; economy psychology at university and more than half
and crime (British Psychological Society, of these students are mature. A large amount
2013). The Telegraph newspaper (2013), of undergraduates and graduates also now
reports Psychology among the top 10 most work part-time to fund their degree course.
popular degree choices at undergraduate This rapid growth of a more heterogeneous
level in England. Forensic psychology, or at student body, that has different expecta-
least psychology applied to the legal setting, tions, is reflective of both the major changes
as a sub-section and specific applied domain and debate in teaching psychology (Hartley,
of Psychology has existed as a unique area 2012; Upton & Jones, 2012).
of study for around 40 years (Shapiro & The desire of every higher education
Walker, 2013). Consequently, there has institution is to develop rounded, inde-
been an increase in the number of students pendent learners equipped with the skills to
who have studied Forensic Psychology at negotiate the challenges of employment or
undergraduate and postgraduate level of postgraduate education (European Commis-
study, with the desire to pursue a career sion, 2013). Consequently, it is impor-
in the field. There are over 60,500 univer- tant to consider student’s developmental
Psychology Teaching Review Vol. 23 No. 1, 2017 41
Dean J. Wilkinson & Tim Jones
opportunities and in particular the role and educators to use ‘cooperative learning’
and contribution that educational experi- tasks whereby less competent learners can
ences play. Piagetian (1954, Constructivist) develop their skills with help from more
and Vygotskain (1978, Social-constructivist) skilful peers. Wood et al. (1976) referred to
perspectives provide differing, but estab- this process as scaffolding learning: ‘Those
lished accounts, of development applicable elements of the task that are initially beyond
to learning environments (Miell & Ding, the learner’s capacity, thus permitting him
2005). Both accounts are underpinned by to concentrate upon and complete only
the constructivist framework which main- those elements that are within his range of
tains that new knowledge is understood competence’ (p.90).
and explored through the application of Vygotskyan theory was first applied to
prior knowledge and experience. These primary school students, whereby each and
two accounts differ, however, when the every child should be viewed as an individual
role of the ‘learner’ is considered. Piaget with a distinct learning style. Consequently,
(1954) describes the learner as powerful, the knowledge and skills that are worthwhile
active, lone explorers who become social- learning varies for every student. From this
ised in later developmental stages. Vygotsky perspective, the purpose of education and
promotes the learner to be interdependent, schooling is to create and guide develop-
born as a social being with emotional intelli- ment which is a byproduct of social learning
gences. A Vygotskyan perspective, therefore, through internalisation of culture and social
opens up the debate around what it is to relationships. Past experiences and prior
be ‘individual’, and whether there is such knowledge are valuable when making sense
a concept as ‘individuality’. Additionally, of new situations or present experiences
a debate surrounds whether the learner is (Vygotsky, 1978). The same principles can,
determined by other individuals or whether and have been, related to the higher educa-
the learner themselves determines who they tion setting. For example, a task that is set for
are. Some (Miell & Ding, 2005) would argue the student, irrelevant of their age, should
that a key component of identity formation be pitched at the right level. Following the
involves the learner drawing distinctions standard undergraduate degree structure,
between themselves and others. the tasks should be compliant with level 4,
Vygotsky maintained that learning 5 or 6 criteria. If the task is too difficult,
occurred when the environment, including then it could be argued that this is outside
the input from the ‘teacher’, and the of the student’s zone of proximal develop-
students potential were balanced. He called ment and regardless of the amount of help
this balance the Zone of Proximal Develop- in the form of scaffolding, the gap cannot
ment (ZPD), centred at the core of his devel- be bridged. If a task is pitched too easy then
opmental theory. Vygotsky (1978) stated that the student will lose motivation. However,
the zone of proximal achievement is ‘the for a task to be successful it should allow
distance between the actual developmental an individual to acquire knowledge and
level as determined by independent problem develop the skills specific to that individual’s
solving and the level of potential develop- progress; stretching individuals that are high
ment as determined through problem performing and supporting individuals that
solving under adult guidance, or in collabo- find certain tasks challenging.
ration with more capable peers’ (p.86). Murtagh and Webster (2010) report
Alongside the interaction between the initial findings of a small scale initiative
learner and teacher, Vygotsky maintained undertaken in a modern university. This
that the interaction with other peers is an study investigated the use of a scaffolded
effective way of developing skills and strate- approach to teaching, learning and assess-
gies. Therefore, it is beneficial for teachers ment. A specific module was designed and
42 Psychology Teaching Review Vol. 23 No. 1, 2017
An exploration of ‘scaffolded’ and ‘experiential’ learning environment’s impact upon students’ experiences
structured so that the mode of assessment (a or only considering the possibility of doing
presentation) was the focus of every taught something about it’ (Borzak, 1981, cited in
session. Each session was strategically scaf- Brookfield, 1983). This sort of learning is
folded to increase individual student engage- sponsored by an institution and might be
ment. They report that such an approach used on training programmes for profes-
impacted on students’ ability to engage sions such as social work and teaching or
in self-regulated learning and impacted in field study programmes such as those for
positively on their academic achievement. social administration or geography courses.
Zimmerman (2002) defines self regulated The second type of experiential learning
learning in terms of the learners approach is ‘education that occurs as a direct partici-
to a task. An individual who self regulates pation in the events of life’ (Houle 1980,
their learning approaches a task, according p.221). Here learning is not sponsored by
to Zimmerman (2002), with confidence, dili- some formal educational institution but
gence, and is resourceful. They are aware of by people themselves. It is learning that is
the boundaries of their skills and knowledge. achieved through reflection upon everyday
Consequently, they proactively seek infor- experience and is the way that most of us do
mation, they overcome obstacles and they our learning.
take responsibility for their achievement This study aims to explore how a ‘scaf-
outcomes (Borkowki et al., 1990). folded’ learning environment combined
Student’s education and understanding with ‘experiential’ learning environ-
can be vastly improved by using experien- ment impacts upon student’s experiences
tial learning methods and opportunities of a challenging level 6 topic in Forensic
(Hawtrey, 2007; Watts & Becker, 2008). Psychology: MAPPA. MAPPA is an acronym
In addition, there is evidence that univer- for Multi-Agency Public Protection Arrange-
sity students have a strong preference for ments to ensure management of violent
experiential learning techniques (Hawtrey, and sexual offenders. Guidelines of these
2007; Kolb, 1984). Experiential learning arrangements can be found at the Ministry
has the advantage of creating higher levels of Justice National Offender Management
of motivation towards learning from the Service website.
students as well as better retention of knowl-
edge compared to traditional style lectures. Method
Hawtrey (2007) presents a number of experi- Participants
ential learning methods specifically designed The participants of this study consisted of
for teaching economics through classroom 80 level 6 students enrolled on the Forensic
experiments. Classroom experiments are an Psychology module. These students were
accepted method of teaching economics at undertaking a range of degree courses which
the university level (Holt, 2007; O’Sullivan & included: BSc Psychology; BSc Forensic
Sheffrin, 2006, cited in Hawtrey, 2010). Psychology; BSc Counseling Psychology; Top
Brookfield (1983, p.16) notes that writers up degree students from various partner
in the field of experiential learning use the colleges. The participant’s age ranged from
term in two contrasting ways. Experien- 22–46 with a mean age of 24. No further
tial learning could be viewed as the sort demographic information was recorded.
of learning undertaken by students who
are given a chance to acquire and apply Materials
knowledge, skills and feelings in an imme- Scenarios
diate and relevant setting. Experiential The session was constructed around one
learning thus involves a ‘direct encounter basic scenario about a boy called Harvey.
with the phenomena being studied rather This scenario provided the basic founda-
than merely thinking about the encounter, tion for students to begin to explore and
Psychology Teaching Review Vol. 23 No. 1, 2017 43
Dean J. Wilkinson & Tim Jones
problem solve. In addition to the basic based on the evidence or information that
scenario (appendix i) there were a number they had been provided with.
of work based scenarios based around the At the end of the session students were
following organisations: Social services; then required to reflect upon the following
Health-General Practitioner; Health – Acci- three points:
dent and emergency; Police – Special crimes 1. Learning;
unit; Police – Undercover; HMP – Rye Hill; 2. Experience;
Probation; Local Housing Authority. Each 3. Conclusions.
of these scenarios contains specific infor-
mation gathered by the given unit along Qualitative analysis
with instructions about the policies and The participant’s responses produced quali-
procedures which govern the sharing of tative data which ultimately needed to be
information. analysed. Thematic analysis was deemed
the most appropriate method of analysis
Procedure given the type and amount of qualitative
Students were informed about the planned data collected. This method of analysis is
session several weeks prior to schedule. appropriate when the researcher is inter-
They were informed that they could attend ested in analysing the words of the partici-
the session and were under no obligation pants as opposed to how the words have
to provided data/feedback for this study. been presented/said. Thematic analysis,
However, all data would be anonymised therefore, allowed participant’s responses
as feedback would be written on a post-it to be themed highlighting the common
note. Commencing the session, students and contradictory descriptions made by the
were reminded of the study and they were participants.
asked to write their own learning objectives/ There are a number of different types of
outcomes for the session on a post-it note thematic analysis, however, they all follow
and to stick it onto the relevant flip chart similar basic steps and principles. The
paper. Given that this lecture was towards general view is that thematic analysis high-
the end of a level 6 module, students had lights key themes that flow throughout the
established a firm idea based on previous interview diary scripts. However, Braun and
lectures of the standard that level 6 requires. Clarke (2006), Howitt and Cramer (2008),
Students were then given a 20 minute over- and Howitt (2010) have formulated more
view of MAPPA in a traditional lecture style systematic and transparent approaches to this
presentation. Following this session, students method. Thematic analysis, due to its broad
were presented with the basic scenario about nature and reduced theoretical ‘baggage’
Harvey (see appendix i). Students were (Howitt, 2010) occupies the middle ground
then assigned to one of the groups (i.e. between quantitative and qualitative analysis.
Social services; Health-General Practitioner; Howitt (2010) maintains that thematic
Health – Accident and emergency; Police analysis broadly consists of three main steps:
– Special crimes unit; Police – Undercover; transcription; analytic effort; identifying
HMP – Rye Hill; Probation; Local Housing themes; and sub-themes. Each stage has a
Authority) and given a full brief relating to degree of flexibility in terms of the researcher
that particular organisation. Students were going back – and – forward between stages.
given five minutes to go through the brief Braun and Clarke (2006) have provided the
in their group and try to put together the most systematic account of doing thematic
evidence that they had so far about Harvey’s analysis to date. The Braun-Clarke model
case. Students were then able to circulate consists of six steps to analysis. These steps
around the other groups (visit other organi- are displayed in Figure 1.
sations) with specific questions or enquires
44 Psychology Teaching Review Vol. 23 No. 1, 2017
An exploration of ‘scaffolded’ and ‘experiential’ learning environment’s impact upon students’ experiences
Step 1: Data familiarisation
Step 2: Initial coding generation
Step 3: Search for themes
based on initial coding
Step 4: Review of themes
Step 5: Theme definition
and labelling
Step 6: Report writing
Figure 1: Braun and Clarke’s model of Thematic Analysis (Howitt, 2010).
Ethics responses (see analysis section). The themes
There were no problematic ethical issues will be presented below with accompanying
associated with this study, however, it was supporting evidence.
ensured that students were informed about
the session in advanced and that their partic- 1. Learning Objectives
ipation was voluntary. Therefore, students When analysing the student’s responses with
were able to attend the session without regards to learning objectives at the start of
having to provide recorded information the session, 52 students suggested learning
for the purpose of this study. Participant’s objectives around the following themes:
responses were anonymised in order to • To gain an ‘understanding’ of MAPPA.
protect their identity. Full details of the study • To be able to ‘critically appraise’ MAPPA.
were provided along with written consent • To gain relevant information towards the
for participation prior to the session taking ‘assessment’.
place.
To some extent these contributions map
Results onto elements of the level 6 grading criteria
The results were analysed using thematic and therefore might suggest that students
analysis. The method of analysis was most have an understanding of what level 6 means.
appropriate to highlight the common However, there suggestions were particu-
themes that emerged from the participants larly practical with regards to applying and
Psychology Teaching Review Vol. 23 No. 1, 2017 45
Dean J. Wilkinson & Tim Jones
utilising the content of the session towards ‘my experience was that no one could tell vital
the final assessment. bits of information to the people that really
There were four further themes needed to know to do something about it.
that emerged from the reflection items Whilst policies are there to protect information
presented to students at the end of the they can inhibit protection too.’
session (Learning, Experience and Conclu-
sions). These themes will be presented and The third theme that emerged was around
discussed below with supporting evidence. Solution. Students appeared to have wanted
The first theme that will be discussed is to provide a solution to the problem. This
around Actual Learning Outcomes. This theme is evident by students making comments
includes student’s reports and reflections about how MAPPA should be improved
of what they actually learnt and therefore or reworked and general comments about
‘gained’ from the session. Students reported overcoming the barriers that they them-
gaining a better understanding of the struc- selves highlighted. These comments were
ture of MAPPA (what it is), the workings of around improving the communication links
MAPPA (what it does), as well as the limi- with specific facilitators, rethinking policies,
tations and issues (critical appraisal). For utilising information technologies to try to
example: alleviate some of these issues. For example:
‘I got a great deal of information from this ‘they need to generally Improve the communica-
session. I felt more engaged and it helped that tion between the groups to make better use of
the information was accessible and related to the information gained at different levels.’
real-life, this enabled a greater understanding
than normally achieved.’ ‘I’m shocked at how policy’s prevent protec-
tion, I have never thought about it in this way
‘Learnt that… what MAPPA is used for. before.’
Authorities that are important for MAPPA
to succeed do not cooperate which prevents its ‘they need to get one set database that contains
effectiveness.’ the information shared across sectors, or one
place or person who can access information
‘Brilliant! I now understand what MAPPA across sectors.’
is, how it works and its limitations and flaws.
I will be able to use this in my IS and will ‘what about annual meetings where infor-
remember it for future reference as the “learning mation can be shared given the right
style” was perfect.’ circumstances.’
The second theme to emerge from students ‘MAPPA becomes a set agency with the sole
reflections was Barriers. Students were able purpose to communicate and collect relevant
to highlight through self discovery that one information.’
of the fundamental issues with MAPPA is
the barriers between organisations. Students The final theme to emerge from students
reported that they discovered that commu- responses was Experience. Students commented
nication and legislations were the main upon the value of experiencing how MAPPA
barriers which prevent MAPPA from being a functions in a practical session and the feel-
successful construct. For example: ings that they expect practitioners to experi-
ence when trying to deal with a case.
‘We couldn’t tell anyone anything, not even
the police – completely bound by our own legis- ‘I felt restricted; frustrated; infuriated and power-
lation and policies.’ less so I can imagine workers to feel the same.’
46 Psychology Teaching Review Vol. 23 No. 1, 2017
An exploration of ‘scaffolded’ and ‘experiential’ learning environment’s impact upon students’ experiences
‘Although it was role play, I feared for my job which aided their understanding, through
if I said something wrong.’ experience, of the problems with the organi-
sation. Interestingly, students resulted in
‘I feel that we have learnt a valuable lesson reflecting on ‘solutions’, their ‘experiences’,
from this session, in many respects, but most of and the ‘barriers’ of MAPPA. Vygotsky might
all about real life scenarios whereby we have to suggest that the learner is interdependent
make a change.’ but supported through the environment,
allowing the student to make such discov-
Discussion eries. In addition, these discoveries were
Students were successfully able to set realistic made by interacting with other students
learning objectives that were representative as opposed to interacting or listening to a
of the level of study (level 6). To some extent ‘teacher’. This is in line with Vygotsky (1979)
this is indicative of the student’s ability to self who stresses the dynamic role of role of
regulate their own learning by recognising the peer interactions and the value of a diverse
level at which they should be studying, along approach to learning. From this perspec-
with the relevant content that surrounds the tive, the students will have achieved if they
given topic of study. However, the self regu- reached the zone of proximal achievement
lation that Zimmerman (2002) discusses is (Vygotsky, 1978). Also, the analytical skills
suppressed by the system of education and that are involved in suggesting solutions ties
the natural default of lectures and seminars. into the application of theoretical knowledge
This format reduces the capacity by which a to the workplace which Crowe (2012, p.62,
learner can regulate their learning approach cited in Knott et al., 2013) are paramount
to a task and demonstrate confidence, dili- for employability and relevant to global citi-
gence and resourcefulness. Murtagh and zenship. Experiential learning tasks, like the
Webster (2010) study reports how ‘scaffolded task in this study, enables students to develop
learning’ environments allow students to the required skills that psychology graduates
self-regulate their learning which ultimately are expected to acquire (Knott et al., 2013).
increases engagement with the subject. By The session detailed in this study was an
moving away from a traditional lecture style, attempt to combine a scaffolded approach
this session allowed students to engage at to learning with experiential learning in
a deeper level and begin to demonstrate order for level 6 students to experience,
self regulated learning through discovery, discover and learn about some difficult real
this was evidenced by student detailing their life concepts relating to MAPPA and forensic
expectations and actual outcomes. psychology. It would have been useful to
Students were able to highlight clear have conducted follow up interviews to
outcomes of the session, these were: gaining gain students viewpoints about the session
an understanding of what MAPPA is; how compared to other taught sessions. It would
it functions and the associated issues with be interesting to find out, for example,
MAPPA as an organisation. These outcomes whether students consciously adapted their
link closely to student’s experiential learning learning approach given the practical nature
during the session. The session was specifi- of the session and whether they felt as if
cally designed to provide students with an they moved from a passive learner to an
opportunity to learn through discovery in a interactive engage learner.
supported environment which reflects the It is difficult to assess from the data
constructivist approach. Consequently, this captured, whether all students engaged
allowed students to be faced with an example with the session at the same level – this is
scenario which was reflective of real-life and a difficult phenomena to assess even with
therefore students appeared to engage with traditional teaching methods particularly
real life issues in a controlled environment in large group sessions i.e. lectures of 100
Psychology Teaching Review Vol. 23 No. 1, 2017 47
Dean J. Wilkinson & Tim Jones
or more. However, it could be beneficial to Dr Dean J. Wilkinson, Senior Lecturer in
design a session which included a measure Forensic Psychology, University of Worcester,
of engagement whether that being self Worcester.
disclosed or accounted for through forma-
tive assessment throughout the session. This Dr Tim Jones, Head of School, Psycholog-
could include an exploration of ‘coopera- ical, Social and Behavioural Sciences.
tive learning’ as coined by Vygotsky (1979).
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