AN EVALUATION OF STUDENT PERCEPTIONS OF TEACHING AND LEARNING STRATEGIES IMPLEMENTED WITHIN THE GALWAY-MAYO INSTITUTE OF TECHNOLOGY ‘IDENTIFICATION SKILLS FOR BIOLOGISTS’ MODULE
Abstract
The Identification Skills for Biologists (ID Skills) module aims to enhance the identification skills of students and raise their awareness of taxonomy. Student-centered learning (SCL) is key to the successful completion of the module however; it remains unclear whether students feel it is an appropriate teaching and learning (T&L) approach for developing new taxonomic skills. The aim of the current research is to assess the perception of students regarding T&L and assessment strategies implemented within the diatom taxonomic group. Three objectives were defined 1) To assess student perceptions of T&L and new skills gained, 2) To examine the effectiveness of the assessment strategy aligned to meet the learning outcomes, and 3) To evaluate student-centered recommendations on T&L and assessment strategies. These objectives were examined using mixed methods research, both quantitative and qualitative data collection, analysis and interpretation. Due to time constraints and the small-scale nature of the research, the perception of students studying other taxonomic groups (e.g. caddisflies, amphipods) was not pursued. Key findings indicate that while students see SCL as an integral part of the learning for this module, the workload far exceeded that expected of a five-credit module. Key skills gained by students were expertise using compound and inverted microscopes, and creating temporary slides. These essential taxonomic skills where perceived as important by the students particularly in gaining employment in the future. Student-centered recommendations on T&L and assessment strategies that will benefit the design of the module include revising the workload and timelines to allow for better time management and equality among topics offered, introducing an online blog/forum for students to share information, and introducing weekly spot tests to improve ongoing knowledge. This research article proceeds by introducing the most relevant literature in student-centered pedagogy, research methodologies, research findings and discussion, and wraps up with key conclusions and recommendations.
Keywords: Student-centered learning, Mixed research methods, Questionnaires, Focus groups
The Identification Skills for Biologists (ID Skills) module aims to enhance the identification skills of students and raise their awareness of taxonomy. Student-centered learning (SCL) is key to the successful completion of the module however; it remains unclear whether students feel it is an appropriate teaching and learning (T&L) approach for developing new taxonomic skills. The aim of the current research is to assess the perception of students regarding T&L and assessment strategies implemented within the diatom taxonomic group. Three objectives were defined 1) To assess student perceptions of T&L and new skills gained, 2) To examine the effectiveness of the assessment strategy aligned to meet the learning outcomes, and 3) To evaluate student-centered recommendations on T&L and assessment strategies. These objectives were examined using mixed methods research, both quantitative and qualitative data collection, analysis and interpretation. Due to time constraints and the small-scale nature of the research, the perception of students studying other taxonomic groups (e.g. caddisflies, amphipods) was not pursued. Key findings indicate that while students see SCL as an integral part of the learning for this module, the workload far exceeded that expected of a five-credit module. Key skills gained by students were expertise using compound and inverted microscopes, and creating temporary slides. These essential taxonomic skills where perceived as important by the students particularly in gaining employment in the future. Student-centered recommendations on T&L and assessment strategies that will benefit the design of the module include revising the workload and timelines to allow for better time management and equality among topics offered, introducing an online blog/forum for students to share information, and introducing weekly spot tests to improve ongoing knowledge. This research article proceeds by introducing the most relevant literature in student-centered pedagogy, research methodologies, research findings and discussion, and wraps up with key conclusions and recommendations.
Keywords: Student-centered learning, Mixed research methods, Questionnaires, Focus groups
Journal article.pdf | |
File Size: | 445 kb |
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The Research Cycle Conference 2017, GMIT
Presented my findings of the above research at The Research Cycle Conference 2017
Presentation.pdf | |
File Size: | 1095 kb |
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