Innovation
The module leaders of a second year core theory module developed a group academic support session for a cohort of 380 students to replace the traditional feedback on draft submissions of assignments. The group academic support session is followed by a session offered by the Learning Support team as an adjunct.
The students are encouraged to attend a 75 minute group academic support session as an alternative to sending a draft of work for written feedback. The session comprises group work where students are put into small groups (4-5) and asked to look at the marking criteria for their assignment. Students are asked to consider how they think marks are awarded and what the marker is expecting. This activity aids their understanding and expectations of the assignment remit. Examples of a poor and good, introduction, conclusion and reference list are shown to reinforce the discussion. Students are also encouraged to bring any draft work they have to make notes/ ask the facilitator questions regarding same. Time is given for student led discussion where questions and answers are given.
What prompted innovation?
To prepare students for the preparation of academic writing and understanding the remit of assignment questions. Historically, students submitted drafts of work for written feedback however it was clear that some students addressed only the specific areas of feedback given, raising concerns that the students did not always understand the rationale for the specific feedback given. This method arguably encouraged a surface approach to learning. When providing individual feedback common themes arise such as, not answering the remit of the assignment question; descriptive work; poor structure; limited evidence used to support discussion and a poor referencing technique. Group academic support encouraged more self directed and autonomous learning styles.
Due to workload commitments and large cohort numbers this was considered an innovative approach to compare both methods of assignment support.
What makes innovation different?
- This is a shift from the “norm”, some colleagues met the suggestion of changing how academic support is given with resistance; however it was agreed by the majority that this format would be trialled and evaluated.
- The traditional support of feedback on written work was just that – this method offers much more and is time efficient.
- It promoted a consistent approach by the module team.
- The group academic support session encourages second year students to become more self directed learners.
- Using the group academic support session allowed students the opportunity to understand what is expected with regards to not only the remit of the assignment question but also the marking criteria and what markers were awarding marks for.
- The Learning Support Team in the University have been working collaboratively with the module team offering essay writing skills, referencing doctor sessions and critical appraisal sessions following the group academic support classes.
Changes in practice
- Staff members who were resistant to adopt group academic support now agree that it is a very effective way of giving academic support and see the value in both student and lecturer experience.
- Students are more informed, in the group session it was clear many students did not understand the terminology used such as “boundaries of the essay” “search strategy”.
- Lecturers are not overloaded with drafts to give individual feedback.
- Lecturers and learning support teams work collaboratively offering more in depth academic support.
- Following dissemination of the innovative practice other module leaders are considering adopting this approach to academic support
Impact
- This model of group academic support has been used on one occasion only however it has been well received by both students and staff alike.
- Not all students will submit written drafts for feedback and not all students in the cohort attended the group academic support sessions however those who did attend evaluated them well and said they felt they had a better understanding of what the assignment remit was after attending.
- Student evaluation comments included:
“Yes, I thought it was very helpful. It was great that a copy of the marking sheet was provided as I could make relevant notes and have used this to complete my essay”
“Very very informative. People who didn’t come missed out on valuable information”
- Lecturing staff who facilitated the sessions also evaluated this format well.
- Statistics of those who attended the group academic support classes demonstrated that 86% of 65 students who failed did not attend the group supervision session.
- The comparison of pass rates from the previous cohort who had written feedback on drafts compared to those from the cohort that attended group academic support demonstrated there was no significant difference. The module pass rate was 82% compared to 83% and 84% for previous cohorts. This was reassurance to those lecturers who were initially resistant to the new method.
- The external examiner also commended this new approach to academic support
Dissemination
This new approach was presented at the School of Nursing Action day to share good practice and we are planning to showcase this through Edinburgh Napier Learning, Teaching and Assessment resource bank.