Charlotte FreemanUniversity of Glamorgan

Reflections on the part time learning experience of mature students at the University of Glamorgan

Session Agenda

The research project – why was the study conducted?

Aims and objectives of the project Context Definitions and characteristics of mature and

part time students Methodology and limitations Research outcomes: the learning experience Reflections: two years on

Research Project - Background

Final year research project on Management and Business Scheme

Similar concerns and anxieties between mature, part time students

Experience not conducive to part time study

Did the scheme meet the needs of the mature, part time students?

Aims and Objectives of the Project

To identify student views on their experience of studying as mature part time students on the Management and Business Scheme

To identify the current student experience offered to mature part time students on the Management and Business scheme

To identify evidence from a range of sources which highlight the needs of mature part time students

To provide recommendations based on the findings of the above

Context One Wales’ Document (2007)

“resolved to develop an FE & HE education system which offers a broad range of learning opportunities, which is responsive to the needs of the students and employers”

(One Wales, 2007:24) Reaching Higher – Strategy for HE Sector in Wales (2002) Rees Report (2005) Graham Report (2006) Skills and Employment Action plans (2005) The Learning Country: Vision into Action (2006)What is the impact on the student experience of

mature, part time learners?

Definitions: Mature Students “A student that is aged 21 or over at the

start of the course” (Universities and College

Admissions Service, n.d) “Someone who is over (or well over!) 21,

when becoming a student” (University of Glamorgan,

n.d) Non traditional students (Heery, 1996) or

adult learners (Kasworm, et al, 2002) aged 25 and over

Definitions: Part Time Student / Studies “Students formally designated by their institutions as

part-time can be studying at the same volume as a full-time student, or at an even higher volume”.

(Graham Review, 2005) “Part-time awards often follow the same pattern (as

full time awards) although the students’ pace of study is less, with fewer modules taken in any one year- approximately 60 credits”

(University of Glamorgan, 2007)

Students studying 100 credits or less per academic year (Higher Education Funding Council for Wales, HEFCW)

Characteristics of Mature Part Time Students “Adult students do not have one common set of

characteristics” (Kasworm et al, 2002:3) “Adults can lack confidence in themselves as learners

as well as under-estimating their powers and potential”

(Daines et al, 2006:11) Some common characteristics:

Anxiety Linked to memories of school Fear of failure

Conflicting priorities Family responsibilities Full time occupations

Daines et al (2006); Rogers (1989, 2001); Kasworm et al (2002)

Methodology Purposive sampling (Saunders et al, 2007) Questionnaires issued to all part time students on

the Management and Business Scheme: 90% completion rate

Questionnaires addressed: Induction Student support Learning experience

Why questionnaires? Ability for quantitative and qualitative analysis Access to the respondents enabled:

Excellent return rates Immediate response times

Other options Focus groups Interviews

Time implications!

Limitations

Time constraints Specific milestones / deadlines Presentation preparation

Close involvement in the scheme

Research Outcomes: The Learning Experience

Focused on 3 key areas: Student Induction Student Support Services Learning Experience

Supporting / secondary evidence Management and Business Scheme Questionnaires

(as part of Quinquennial Review process) Literature Review

Learning Experience

“Teaching, curriculum and assessment are central to the student learning experience and to effective learning outcomes”

(Higher Education Academy, 2008)

“Every learning experience should be positive, productive and an adult experience”

(Daines et al, 2006:14)

Were there a number of subject options available?

0%

20%

40%

60%

80%

100%

Yes No

Res

po

nse

%

Timetable

Was appropriate / sufficient information provided on module choice prior to option selection?

0%10%20%30%40%50%60%70%80%

No Yes No answer

Res

po

nse

s %

Timetable cont’d

Secondary data from scheme questionnaires (full and part time students) 77% agreed / strongly agreed that the

timetable was flexible enough for their needs However:

“Clear disagreement in this section from part-time students”

“Comments from this group were mostly to do with the range of optional modules available on the part-time programme”

(Management and Business Scheme, analysis of QQR questionnaires)

Technology

Appropriate use of Blackboard on the Scheme

42

52

2

2 1Strongly agree

Agree

No opinion

Disagree

No answer

42%

50%

8%

Do you feel that there is continuity across the modules in relation to the use of Blackboard?

Yes

No

No answer

Technology cont’d

Qualitative comments included:Secondary data

“course updates, information and downloadable course materials, access to journals/e-mail/etc with one password”

“good to have materials on Bb beforehand!” “organisation of sites not consistent “ “Timeliness of updates - (announcements out of date

or things posted at last minute)”

Primary data “Not all modules on Blackboard – only some” “Apart from (the use of the) drop box”

Why is it so important?

Timetable: “Adult learners are, motivated by wishing to

acquire skill and knowledge that they can use in immediate and practical ways”

(Rogers,1992:48 )

Technology “Students are overwhelming positive about the

provision on online course information to supplement traditional teaching”

(Sharpe et al, 2006:3)

Barriers to ParticipationTimetable: “There are a number of barriers that can prevent

someone from ever becoming an adult student…inappropriate subjects, unsympathetic timetabling…” (Daines et al, 2006:18)

“potential lack of relevant and accessible academic programs and convenient course scheduling” (Cross, 1981, as cited in Kasworm et al 2002:35)

Technology: “Part-timers may not have unlimited time or access

to resources such as Broadband” (Swain, 2008) “Learners are frustrated by inconsistent use

between staff and students” (Sharpe, 2006)

Student Needs

Timetable: Timetable which offers subjects relevant to

practical experience and future career development

(Daines et al, 2006; Rogers, 1992)

Technology: (Benefit of) “ inclusive practices such as

standardised presentation…making resources available in good time”

(Sharpe, 2006)

Suggestions for Improvement

Timetable: Consideration of the occupational needs of the

learners and their preferred subject areas e.g. finance, ethics, marketing

Enabling attendance at full time classes if this is realistic alternative

Technology: “Standardised presentation (of online resources) …

making resources available in good time” (Sharpe, 2006)

Consideration of time available to access online resources for the mature part time student

Two years on…

Scheme Reflections – Two Years On Revamped induction process:

Introduction and expectations Optional module information and introduction to

tutors Technology induction sessions Explanation of the support services available Campus tour Past students Introduction to academic writing and referencing

(with a refresher session in year 2)

Scheme Reflections – Two Years On cont’d

Standardised Blackboard module template – across the University

Improved communication across the scheme using Blackboard

However: Resource issues Student engagement

Research Reflections: Impact of Project Informed Change Academy: Assessment for

Learning project Provided student voice Results supported by:

National Student Survey Internal Student Satisfaction Survey Student Experience Questionnaire Early Days and Study Health Check Questionnaires

Research Reflections: Personal Reflections

Interest in research Interest in the subject group Increased awareness of learning and teaching

issues

Summary

Research project conducted by mature, part time students

Reflecting on own experience and conducting research into the experience of other students

Led to improvements in experience of those following behind

Students as Stakeholders: taking an active part in your own learning

Any questions?

Charlotte FreemanUniversity of Glamorgan

Reflections on the part time learning experience of mature students at the University of Glamorgan