Going beyond metric-driven responses to surveys: evaluating uses of UKES to support students’ critical reflection on their learning gain

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2019-01-01 DOI:10.1080/23752696.2019.1672359

Cassie Lowe, Stuart Sims, J. Winter

引用次数: 1

Abstract

ABSTRACT Genuine engagement by academic staff and students in reflective practice in a time of great institutional pressure and a neo-liberal agenda for more metrics driven practice has become increasingly difficult to set time aside for. While more and more feedback is being requested on teaching practice, the quality, validity or reliability of this feedback is not always apparent. This case study explores a project developed at a small-medium sized institution, which aimed to provide an alternative rationale for lecturers to gain richer feedback about their teaching and student experience. The UK Engagement Survey was used in an original way as a reflective tool to increase the engagement with the survey itself and thus enhance the quality of the data. This article will outline the interactive, workshop-based nature of our approach and the effects this has had on the nature of the survey data and response rate.

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超越指标驱动的调查回应：评估UKES的使用，以支持学生对其学习成果的批判性反思

摘要在面临巨大的制度压力和新自由主义议程的时代，学术人员和学生真正参与反思性实践变得越来越难以留出时间。尽管人们要求对教学实践提供越来越多的反馈，但这种反馈的质量、有效性或可靠性并不总是显而易见的。本案例研究探讨了一个在中小型机构开发的项目，该项目旨在为讲师提供另一种理由，让他们对自己的教学和学生体验获得更丰富的反馈。英国参与度调查以一种独创的方式被用作一种反思工具，以增加对调查本身的参与，从而提高数据质量。本文将概述我们方法的互动性、基于研讨会的性质，以及这对调查数据的性质和回复率的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.