ERIC EJ991416: An Innovative Approach to Encouraging Spiral Learning for Third-Year Undergraduates

2012·0.08 MB·English

by  ERIC

Individual paper
An innovative approach to encouraging
spiral learning for third-year
undergraduates
Anne Emerson & Gareth J. Williams
A series of tutorials was re-designed to further engage students in spiral learning and highlight development
of transferable skills. The tutorials focused on self-directed and enquiry-based learning, both of which provided
particular challenges to students and staff. The students were randomly allocated a media article related to
psychology as a focus to their studies and the module was assessed by presentation and report. Students were
encouraged to work together to develop ideas and provide peer feedback on drafts of their work. Feedback from
students was overall more positive about the module than in previous years, particularly in respect to the extent
to which they were helped to develop transferable skills.
Keywords: Tutorials; spiral learning; real-world application; enquiry-based learning.
T
HIS PAPER outlines how we students would be able to address a psycho-
approached the re-design of a series of logical question that was complex and unfa-
tutorials where the tutorials were not miliar through independent research, be
connected directly to a series of lectures. critical of the information, and to show how
The module had been running for several this could be applied to the real world. In
years, and the revision was felt to be neces- terms of skills, they would be able to apply
sary due to negative student feedback which the knowledge they had learnt to the real
particularly commented that they did not world, use evidence in their evaluations,
understand the module’s purpose or link to show organisation skills and teamwork, and
future employability. The plan was to address use oral and written skills in addressing their
‘the need to prepare students to be inde- question.
pendent and self-directed learners, skills The module ran over two terms, with
which will stand them in good stead for students attending a single introductory
subsequent employment and to become lecture which explained the learning
better citizens’ (ILTES, 2006–2010, p.8). The outcomes and the format of the course and
emphasis of the module was, therefore, re- assessment, followed by fortnightly tutorials
focused through increased use of enquiry- where the student to staff ratio was around
based and spiral learning. Feedback was 12-to-one. In the past attendance was typi-
collected from students and staff following cally high in the first term, when students
the completion of both terms of the module were working towards their assessed presen-
and used to evaluate the changes. tation. They have usually not had access to a
tutorial during their second year of study
The module and have reported in feedback that they
At Nottingham Trent University all third-year enjoyed working with other students. In the
combined honours students took part in a second term, when students were working
10-credit module entitled Integrated towards an essay, attendance was generally
Perspectives (IP). With respect to the lower and students were more likely to
module learning outcomes and aims, attend the early sessions than the later ones,
126 Psychology Teaching Review Vol. 18 No. 2, Autumn 2012
© The British Psychological Society 2012
An innovative approach to encouraging spiral learning for third-year undergraduates
which they reported as being due to other However, a small group teaching-only
commitments such as the need to work on module, where assessments are engaged with
their final year research project and also not throughout the term, allows for a framework
seeing the benefit of this module. There are that can promote spiral learning. Bruner
two assessments: a presentation that carries (1977) suggested that learning does not
35 per cent of the marks; and an essay necessarily take place in a linear way, but
providing the other 65 per cent. rather ‘deep’ learning can be achieved
The module did not seek to convey new through a spiral process where ideas are
information by lecture or other didactic repeatedly revisited and built upon in more
means but rather requires students to utilise sophisticated ways until a full understanding
the knowledge and study skills they have is developed. Tutorials offer the opportunity
already acquired or are continuing to to revisit the same material in a number of
acquire through other modules. As such, it different ways, for example, when working
promotes ‘deep learning’ (Biggs & Tang, towards a group presentation, or developing
2007; Shale, 2001) and in accordance with an essay plan. Part of this revisiting of mate-
recommended good practice for encour- rial requires students to develop their ability
aging ‘deep’ learning, the teaching focuses to reflect on their ideas and their practice as
on eliciting responses from students that academic thinkers and writers as well as to
value and build on what they already know reflect on their experiences of the tutorials.
and offer opportunities to ‘construct knowl- In recognition of the opportunity to
edge’ (Biggs & Tang, 2007). The IP module promote spiral learning and that ‘Appro-
provides the impetus for students to ‘master, priate assessment can encourage students to
transform and create knowledge’ (Shale, adopt a deep approach to learning, and the
2001, p.68). contrary is true for poorly designed assess-
ment’ (Bloxham & Boude, 2007, p.17), the
The problem problem has been in finding a suitable way
Traditionally a module may comprise a series in which the two assessments can be used to
of lectures or a series of lectures and accom- promote a spiral learning process through
panying small group teaching. In that way, the tutorial series. Furthermore, the assess-
content is delivered and, if there is small ments were one way in which shared under-
group teaching it is used to reinforce key standing was promoted in the module. In
aspects of the content or extend the content the past various approaches have been taken
in some way. It is unusual and, therefore, including having students consider the
more challenging, as there are fewer tried psychology inherent in everyday life through
and tested templates to rely upon, to design being assigned objects such as apples, pens,
a successful module where there is only small or packs of cards (inspired by Norman,
group teaching and only one orientation 1988), or having the module closely aligned
lecture at the start of the year. As such, the to the independent research project that
small group teaching cannot rest directly on each third-year student completes. While
the content disseminated by a lecturer in a both previous approaches had various posi-
separate large group context. Therefore, the tives it was reported, through feedback from
students and tutors do not necessarily have a students and staff, that neither approach
shared understanding of why the module engaged the third-year students in a way that
exists or what purpose the module has in the would help fully achieve the learning
programme. As noted by Bloxham and outcomes of the module.
Boude (2007) ‘the student’s conception of
learning and their intention when studying The solution
are central to the approach they take’ The main change was to give each student a
(Bloxham & Boude, 2007, p.17). ‘real life issue’ to focus on through a link to
Psychology Teaching Review Vol. 18 No. 2, Autumn 2012 127
Anne Emerson & Gareth J. Williams
a relevant news item primarily from the BBC entation through the tutorial activities in the
news website. The news items were selected run up to the presentation, helping them to
on the basis that they were loosely connected engage in a spiral learning pattern.
to psychology and had sufficient material so An additional aspect of the presentation
that students could identify a range of was to have students consider an appropriate
possible topics. The articles were assigned, at audience. Students were supported in their
random, to individual students who were choice of an audience and how to tailor their
then supported by the tutorial activities to presentation accordingly. This was so that
think of the best ways in which the topic students would be mindful of the learning
could be explored in terms of psychology. outcome related to the real world applica-
Topics ranged from the loneliness of tion of their presentation. For the assess-
modern society, through the learning of ment, while many students chose to present
second languages, terrorism, use of CCTV, to the actual audience (undergraduate
Facebook, food and train travel to night- psychology students) several were creative in
mares and dancing. Within tutorial groups choosing a range of audiences and adapted
each student had a different focus article their material and delivery accordingly.
and there was little repetition across the The need to mark up to 12 short presen-
cohort of 160 students. tations, all of which had follow up questions,
A team of seven tutors taught a maximum within a tight schedule required consider-
of two tutorial groups each. Tutorials were able planning. In order to cut the time
scaffolded to support students in working between presentations, students submitted
towards the assessments with activities being their slides to a ‘dropbox’ in the virtual
applicable to the focus topics in general learning environment which meant every
rather than linked to any student’s specific presentation was ready at the start of the
focus. assessment session rather than each student
The first term assessment was a short, two- taking time to load their presentation from
minute, individual presentation. The brief separate USB flash drives. As had always
was to focus on an aspect of the topic, to been the case two tutors were present to
consider the primary psychological perspec- mark all of the assessments, followed by a
tives that related to it, and to use relevant meeting to agree the mark and feedback.
theory and research to prepare a short indi- However, the number of presentations
vidual presentation. This assessment was required considerable focus and concentra-
designed to address their learning outcomes tion on the part of the marker.
related to their oral communication skills, The second assessment was a short report
independent research and critical thinking. based on material covered in the presenta-
Students were instructed to include theory tion which provided students with a way of
from a range of perspectives, for example, if engaging and exploring their topic further.
their focus article was primarily focused on This changed their focus from being about
social psychology they needed to consider the issue itself to engaging in a more enquiry
what relevant information from perspectives based learning approach to the topic. As
such as biological or developmental could be Boud (1985) noted ‘The starting point for
relevant. Students were encouraged to be as learning should be a problem, query or a
creative as possible within the limits of time puzzle that the learner wishes to solve’
and resourcing. For students, the design and (Boud, 1985; cited in Boud & Feletti, 1991,
format of the slides, the quality of content, p.1). Having students begin the second term
and the efficiency of the delivery had to be with the same topic allowed the content and
considered with great care and these aspects argument of the report writing to be the
were discussed in tutorials. Students were focus of a revise and re-draft spiral learning
encouraged to revise and re-draft their pres- pattern, facilitated by a series of tutorial
128 Psychology Teaching Review Vol. 18 No. 2, Autumn 2012
An innovative approach to encouraging spiral learning for third-year undergraduates
activities, several of which were designed to each small group was given a topic and a
encourage peer review to help students with non-psychology audience for which they had
their reports. to prepare a presentation. The students
Students were required to choose an needed to consider appropriate delivery
issue related to their original article for the styles and levels of information for different
report. The assessment was targeted at audiences such as primary school students,
addressing the learning outcomes related to general practitioners, and school catering
independent research, applying a critical staff. This was followed by a whole group
approach to findings in order to address a discussion focusing on the needs of different
real world problem and to demonstrate the types of audience in relation to style of
student’s written communication skills. To delivery, suitable props and type of informa-
emphasise the real world aspect, as with the tion provided. In the following two tutorials
presentation, students were required to more focus was placed on student’s own
consider an official body who would be inter- topics allowing them to do practice presen-
ested in hearing a psychological solution to tations in small groups with an emphasis on
the issue. This aspect helped to raise aware- peer feedback. During the fifth and last tuto-
ness of the sorts of organisations that would rial of the first term students gave their
be interested in acquiring a psychological assessed presentation.
perspective and often developed into work- In the second term tutorials initially
related discussions. Together, the topic and focused on the purpose and style of reports,
audience served to address the learning looking at a wide range of actual examples
outcome so that students were considering from different sources. Students were given a
complex and unfamiliar problems and proforma designed to encourage them to
research questions in the report that they record all the information they would
were writing. Students prepared plans for include in their reports. They brought this to
the report and were required to include a set the third tutorial of term and were given
of recommendations which had to be, as far feedback by at least two pairs of students who
as possible, feasible and realistic. Plans were worked together to review the proformas.
subjected to student peer-review with an The tutor also gave brief feedback, particu-
emphasis on the provision of formative feed- larly in relation to the extent to which the
back. Pairs of students read the plan of a draft would meet all of the criteria for the
third member of the group and worked report, that is, relevant to an appropriate
together to complete a feedback proforma. organisation, answering a question or issue
Tutorials were designed to support the by including a number of different perspec-
students in preparing for the assessments. tives that were well integrated and delivering
There was an emphasis on small and whole a set of specific, practical and feasible recom-
group discussion and teamwork throughout mendations.
the module and to help initiate this the focus
of the first week was ice-breaker activities Evaluation
encouraging groups of students to identify Staff perspectives
links between psychological perspectives and Four of the seven member teaching team
relating these to specific events. Students had taught IP for several years prior to the
were also allocated their focus article and changes outlined. The new format was felt to
given preparation for the next session. In the better address the needs of the students
second session students made brief presenta- although it presented practical challenges to
tions about their article to two other students staff. Staff acknowledged the challenges of
and explained what perspectives they were marking such short presentations but felt
considering including in their presentation that the approach was a worthwhile one to
in order to receive feedback. Additionally keep in future years.
Psychology Teaching Review Vol. 18 No. 2, Autumn 2012 129
Anne Emerson & Gareth J. Williams
Staff found students discussed and Generally staff saw improved engage-
planned their presentations with great care ment by students both in tutorials and
and consideration of the key message they outside tutorials in e-mail discussion and
wanted their audience to take away. Staff saw that students showed a general willingness to
this as way of motivating students to reflect approach unfamiliar topics and areas in
and revise on their presentation content as, psychology they may not be as proficient in
in order to stay within the strict require- as they engaged in the enquiry based
ments, students needed to carry out consid- learning experience. The task set proved
erable amounts of editing and rehearsal to complex and this encouraged higher rates of
produce a coherent but short presentation. attendance in term two tutorials as students
Regarding the report, the feedback from sought staff and peer support. Staff were
staff was generally positive. There were few positive about encouraging peer review and
issues with the tutorial approach and having structured activities that facilitated
marking. Although the process of working this in the tutorials was seen as very valuable
towards the report was novel for students, in helping students reflect on their draft
the approach to tutoring for staff was more reports. The process of marking the report
straightforward as each tutorial was was much in line with the marking for other
composed of activities that were the spring- coursework. So although there was a diver-
board for discussion. Staff reported that, as sity to the range of topics and ways students
the students were exploring different topics, could devise solutions for their target organ-
they were able to bring different viewpoints isations, staff felt comfortable when marking
of the same underlying perspectives to tuto- the reports that the end result was compa-
rial discussions. This helped students see rable to other written assessments.
how psychology can underpin human expe-
rience, from a wide range of different areas. Student feedback
Staff reported that students were often not Feedback was collected from students after
aware that psychology could relate to certain both assessments. The feedback forms used
topics until they had studied the module. asked students to rate aspects of the module
Using real world examples allowed students (enthusiasm of the tutor, degree to which
to bring personal experience and viewpoints students were given support, whether they
to tutorial discussion and an opportunity for were learning relevant work skills, and their
staff to challenge students to think about enjoyment of the assessment and the module
argumentation and evidence. As students overall) on a five-point scale. In addition
explored their assigned topic in order to three open questions were asked, what they
tailor the area to their question and to liked most and least about the module and
consider solutions for their target organisa- whether they had further comments. The
tion, staff reported that students often devel- evaluation was in the form of feedback on
oped a depth to their understanding of the the module rather than collected for
relationship between psychological perspec- research purposes, and, therefore, brief to
tives and topic areas. This newly built knowl- encourage all students to complete it, in
edge base allowed staff to encourage recognition that students are repeatedly
students to compare, contrast, and evaluate asked for feedback, for example, for every
different perspectives with other members of module they undertake and their course as a
the tutorial group and with different topics whole. At the end of the first term following
in the group so that the tutorial group, as a the assessed presentation feedback was
whole, was able to develop a more complete mostly collected during tutorials. Distrib-
understanding of the role psychology can uting feedback sheets in class ensured a
play in the real world. higher return rate, however, it was also more
likely to render positive results as anonymity
130 Psychology Teaching Review Vol. 18 No. 2, Autumn 2012
An innovative approach to encouraging spiral learning for third-year undergraduates
could not be ensured. It is often considered the second term. The quantitative findings
that feedback is best collected anonymously were mirrored in some of the qualitative
if it is to be objective and honest (Biggs & responses that are reported below.
Tang, 2007). At the end of the second term
feedback was collected during the last tuto- Qualitative feedback
rial, but since this was scheduled as a ‘drop Students were asked to respond to the open
in’ for further questions before submitting question of what they had enjoyed about the
the assignment a smaller number of students course and the quotes below were from the
attended, and the cohort were therefore also feedback that students gave in 2011. Sixty
referred to an online survey. Although this students responded to the first evaluation
also collected a small number of responses and 28 to the second. Since feedback was
they tended to be more negative than those delivered anonymously it is not possible to
collected during class, presumably as either, know how many of the students responded
those who were dissatisfied were more moti- to one only or both calls for feedback. Qual-
vated to respond, or because not doing this itative feedback was grouped into themes.
in front of their tutor freed them to report In terms of what students liked there were 23
what they actually believed. comments within the category of support,
Table 1 shows the percentages of student tutors and working in groups including
responses to the feedback questions comments such as ‘The tutor I had was really
following the assessed presentation at the helpful, calm and reassuring! Any questions
end of the first term and before the hand-in I had were answered clearly and I really felt
date of the report at the end of the second comfortable with what the tasks asked’ and
term. Students’ assessments of both tutor ‘The tutor was very enthusiastic about the
enthusiasm and of support given remained topic and was extremely helpful if a student
high throughout. It appears then that, of the was unsure about the tasks which they were
two terms, the presentation was considered given’. Of the 60 responses seven people
more relevant to work skills than the report. wrote complimentary comments specifically
Overall, there were falls in scores for both about their tutor.
enjoyment and overall module evaluation by
Table 1: Responses to each question in the feedback sheets for Term 1 and Term 2,
as percentage of students.
Strongly Agree No Disagree Strongly Means
agree opinion disagree
Term 1(N=60)
Tutor enthusiasm 50 50 0 0 0 4.5
Support given 30 59 7 0 0 4.2
Relevant work skills 5 50 20 20 5 3.3
Assessment enjoyment 7 35 20 18 20 2.9
Module overall 4 48 10 27 1 3.3
Term 2 (N=28)
Tutor enthusiasm 43 50 0 7 0 4.3
Support given 33 43 10 10 4 3.9
Relevant work skills 7 25 22 29 17 2.8
Assessment enjoyment 0 32 17 29 22 2.6
Module overall 0 36 17 33 1 3.0
Psychology Teaching Review Vol. 18 No. 2, Autumn 2012 131
Anne Emerson & Gareth J. Williams
The second biggest theme of comments an independent way and thought the pres-
concerned working in groups, peer support entation was a unique way to deliver it’.
and the interactive nature of the module. In terms of what students did not like
Comments included ‘I like working in groups about the module 29 students responded
so we can provide each other with feedback’ with a variety of comments about presenta-
and ‘It’s very interactive and productive tions, 19 of which just expressed a dislike of
rather than just sitting in a lecture’. presentations in general and the rest
Ten students wrote comments about complained about this presentation specifi-
liking the focus on multiple perspectives cally in terms of time ‘Short amount of time
‘I enjoy incorporating perspectives of for presentation as it reduces ability for
psychology to gain a broader view’ and the analysis in it’. In contrast to those who
last significant theme, with nine comments welcomed the opportunity for independent
was independent learning. Comments study some students found the openness of
included ‘I enjoy the freedom to explore a the module difficult. The second largest
subject in an independent way and thought theme, with 15 comments, was the lack of
the presentation was a unique way to deliver clarity of the module. Students reported
it’ and ‘I liked the change and freedom feeling unsure of what was required of them
given to me to decide how I want to integrate and wanting more guidance, for example,
different perspectives, as well as what ‘That I didn’t know really what to do in the
perspectives I find interesting and relevant presentation as it was left to us to decide’.
to include in my essay and presentation’. Another student commented they did not
Students also commented that they liked like ‘the uncertainty of knowing if what I was
being able to include information from their doing was right or wrong’. There were also a
‘with’ subject ‘I enjoy learning to connect to few students who felt the module had not
all of the psychology and criminology taught them anything new ‘It doesn’t really
together which will help me during exams teach us anything we didn’t know before. If
and in the future’. They found the module you have reached the third year of a
different to everything else they had done psychology degree and you don’t know how
and in many cases it had given them the to use an eclectic approach then you
opportunity to study an area they did not shouldn’t be on the course at all’.
usually focus on ‘Maybe it could be worth Thirteen comments to this effect were
more credits for the year, increasing the included in the 60 forms collected after the
amount of work involved as I really enjoyed presentations although other students stated
adapting and working on my own creations’. that they enjoyed and found the module
Seven students reported liking the inde- beneficial. Despite having been assigned
pendence of the module ‘Freedom for inter- topics only two students expressed a dislike
preting our own work’ and ‘I liked the for the topic that they were given. Students
chance and freedom given to me to decide again complained about having to work on
how I want to integrate different perspec- this module at the same time as finalising
tives, as well as what perspectives I find inter- their independent research projects ‘Writing
esting and relevant to include in my essay the report at such a busy time of the year for
and presentation’ and ‘Having the scope to us’ – despite the teaching for the module
choose any aspect of the article given and being completed before the end of term to
expanding on it’. In addition there were facilitate early submission of the report. The
eight favourable comments about being majority of additional comments provided
assessed by presentation; ‘the presentation by students related to the structure of the
was enjoyable because it was different to a module, for example, thinking that it should
normal boring academic presentation’ and be delivered weekly in term one rather than
‘I enjoy the freedom to explore a subject in fortnightly over two terms.
132 Psychology Teaching Review Vol. 18 No. 2, Autumn 2012
An innovative approach to encouraging spiral learning for third-year undergraduates
Overall some students still commented determined by their perception of what is
that this module did not teach them expected of them in the tutorial and the
anything new and that they would rather be extent to which they understand the differ-
spending their time on their research ence between ‘deep’ and ‘surface’ learning
project, particularly in the second term. (Shale, 2001).
However, there has been a shift from this
being a majority view to a minority one. Staff The Authors
agreed with the perception that the module Dr Anne Emerson & Dr Gareth J. Williams
would be better placed all in the first term Division of Psychology,
but this may limit a student’s opportunity to Nottingham Trent University,
bring to the tutorials their new experiences Burton Street,
in learning about psychology that takes place Nottingham, NG1 4BU.
throughout the third year. One possibility
that might address the workload is to reverse Correspondence
the order of the assessments. However, this Dr Anne Emerson
had been tried in past years, and when the Senior Lecturer.
order of assessments was reversed there was Email: [email protected]
no difference in the level of dissatisfaction at Tel: [phone]
having another piece of work to prepare that
was not directly related to the research Dr Gareth J. Williams
project. Moreover, the presentation was Senior Lecturer.
more valuable to students as a springboard Email: [email protected]
for exploring their topic in preparation for Tel: [phone]
the report rather than as an assessment at
the end of the module. References
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Psychology Teaching Review Vol. 18 No. 2, Autumn 2012 133