Student perception of learning through a pedagogical scenario in a university class in education

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Poster

Reference

GIRARDET, Céline, MOTTIER LOPEZ, Lucie, GOMEZ, Andrés

GIRARDET, Céline, MOTTIER LOPEZ, Lucie, GOMEZ, Andrés. Student perception of learning through a pedagogical scenario in a university class in education. In: 18th biennal

Conference of the European Association for Research on Learning and Instruction (EARLI), Aachen (Germany), 12-16 août, 2019

Available at:

http://archive-ouverte.unige.ch/unige:129465

Disclaimer: layout of this document may differ from the published version.

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S TUDENT PERCEPTION OF LEARNING THROUGH A

PEDAGOGICAL SCENARIO IN A UNIVERSITY CLASS IN EDUCATION

Context and Aims

• Aim of the study: Investigate student perception of their learning through a pedagogical scenario that takes place in a university class in education.

Method

Gardner, J.R. (2012). Assessment and Learning. London: Sage Publications Ltd.

Paivandi, S. (2011). La relation à l’apprendre à l’université, Recherches sociologiques et

anthropologiques [online], 42-2|2011, online june 7, 2012, retrieved october 26, 2018 from http://journals.openedition.org/rsa/730

Villiot-Leclercq, E. (2007). Modèle de soutien à l’élaboration et à la réutilisation de scénarios pédagogiques. Thèse en Sciences de l’éducation, Université Joseph-Fourier - Grenoble I, France.

Wiggins, G.P. (1998). Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: The Jossey-Bass Publishers.

Conclusions

References Abstract

Conducted in a master-level university class about collaborative research, this study aims to investigate student perception of their learning through a pedagogical scenario which purpose was to support deep learning in integrating collaborative and individual learning tasks taking part in a continuous assessment. Specifically, this study focuses on student perception of an online collaborative platform where groups of students had to discuss two research texts following a collaboration script.

Dr. Céline Girardet, Prof. Lucie Mottier Lopez &

Andrés Gomez; University of Geneva

Pedagogical scenario

Task: Working individually, each student had to write a text describing a possible collaborative research in education.

The outline of the text mirrored the themes of the oral presentations and of the course contents.

Final text (outside the classroom)

Organization:

For each oral presentation, 2 groups of 3 students in the audience were assigned the role of peer reviewers.

Task: Students had to read the texts that were to be presented and prepare a feedback consisting of one question or comment. They did their feedback orally at the end of the presentation.

Feedback (following each oral

presentation)

Organization:

The 2 groups of 3 who met in the virtual session became 1 group of 6 students.

Task: Keeping the same script as in the virtual session, students had to present both texts and the similarities / differences between the texts to their peers in class.

Oral presentation (6 courses)

Organization:

2 groups of 3 students, who worked on one text each + the teacher assistant met on an online collaborative platform.

Task: Students had to discuss both texts following a collaboration script.

Virtual session (outside the

classroom)

Organization:

Students were divided into 12 groups of 3 students.

Task: Students had to read one research text and individually prepare an intervention for the virtual session, in light of a defined theme, with the help of a questioning guide.

Reading of one text (outside the

classroom)

Contents on the topic of collaborative research were taught by the teacher.

Theory (7 courses)

“Student perception is a powerful vector of his or her engagement and mobilization and constitutes the mediation between the context and the learning perspective” (Paivandi, 2011).

This study focuses on students’ perception of their learning associated with this online collaborative platform, that we named “virtual session”. Students had to follow a collaboration script.

Aims of the session:

• Experiment an

innovative way to collaboratively build knowledge related to the course content;

• With regard to different roles attributed to the students;

• In order to construct knowledge to be

presented in class;

• And to identify issues of debate.

Online questionnaire assessing:

• Student preparation before taking part in the diverse tasks included in the scenario;

• Their perception of the exchanges during each task;

• Their perception of the depth of content learning throughout the tasks.

Students had to rate items regarding their perception on a visual analog scale ranging from 0 (strongly disagree) to 100 (strongly agree).

➢ 18 out of the 38 students enrolled in the course answered the survey.

➢ 7 participants were interviewed.

Results

92.63

46.75 77.5 71.56 72.56

84.69 0 10 20 30 40 50 60 70 80 90 100

Reading the

text Virtual session Oral

presentation Feedback

preparation Classroom

discussion Final text

… ALLOWED DEEP LEARNING REGARDING THE CONTENT OF THE TEXTS

1. Perception of deep learning through the pedagogical scenario

2. Links between perception of deep learning and preparation for the virtual session

Deep learning through the virtual session

Deep learning

through the oral

presentation I wouldn’t have needed the virtual session to prepare my oral presentation. -.685* -.160

The virtual session was useful to prepare the oral presentation. .647** .150 Exchanges in the virtual session allowed me to build new knowledge. .297 .585*

I was satisfied with my role in the virtual session. .243 .581*

During the virtual session, I repeated what I had prepared beforehand. -.534* .049

* Significant at p<.05

** Significant at p<.01

Students tended to prepare both texts collaboratively:

• Survey: 15 students reported reading their text and the text of the other group involved in their virtual session.

• Survey: 14 students reported preparing for the virtual session with the other members of their group before the virtual session.

• Interviews: Students reported using an online sharing space, such as Google docs, in order to collectively anticipate their interventions for the virtual session.

The way students prepared for the virtual session seemed to have encouraged a recitation of content rather than a collective construction of knowledge.

It seems that most students entered the virtual session with their interventions all set up, and merely reported – or even just read – their part, following the script. Students from the same group already knew what the other members of the group were going to say and had already agreed to this content, which left no space for any discussion to occur. The somewhat inflexible structure of the collaboration script could also have prevented exchanges during the session.

Theoretical and educational significance of the research

• In practice, our results will allow us to regulate the pedagogical scenario, keeping learning spaces outside the classroom, but organizing collaboration differently.

• On a theoretical level, our study adds to the research field on student learning at the university, more specifically by questioning their perception of contexts and pedagogical scenarios offered to them. It allows reflection on their use or misuse of innovative tools.

• Finally, it highlights the importance of conceptualizing their use and support for student learning in multiple proactive and retroactive temporalities.

Evolution of the pedagogical scenario in Spring 2019

The scenario was developed as part of a continuous assessment as “assessment for learning” (e.g., Gardner, 2012), including various authentic learning tasks (Wiggins, 1998), among which a

computer-based collaborative platform (virtual session).

Virtual session

Task: Working individually, each student had to write a text describing a possible collaborative research in education.

The outline of the text mirrored the themes of the oral presentations and of the course contents.

Final text (outside the class)

Organization:

For each oral presentation, 2 groups of 3 students in the audience were assigned the role of peer reviewers.

Task: Students had to read the texts to be presented and prepare a feedback consisting of one question or comment. They did their feedback orally at the end of the presentation.

Feedback (in class;

following each oral presentation)

Organization:

The 2 groups of 3 became 1 group of 6 students.

Task: Students had to present both texts and the similarities / differences between the texts to their peers in class.

Oral presentation (in class;

5 courses)

Organization:

2 groups of 3 students, who worked on one text each worked together to prepare for their presentation.

Task: On the basis of their Google docs, students had to discuss both texts and identify similarities and differences between them.

Group preparation (in class;

1 course)

Organization:

Students were divided into groups of 3 students.

Task: Students had to read one research text and prepare a group google doc, in light of a defined theme, pre-structured. Each student had to write one section and 2 feedbacks to their peers.

Collaborative writing (outside the

class)

Contents on the topic of collaborative research were taught by the teacher.

Theory (in class;

5 courses)

“a priori and a posteriori description of the development of a learning situation aimed at the appropriation of a specific set of knowledge, specifying the roles, activities and knowledge manipulation resources, tools, services and results associated with the implementation of activities” (Pernin &

Lejeune, 2004a, cited in Villiot-Leclercq, 2007, p.23).

• Context: Master course about collaborative research in education at the University of Geneva; Spring semester 2018; 38 students.

• Aim of the course: Create a learning environment that sustains deep learning through a design including both individual and collaborative learning spaces inside and outside the classroom.

Axis A:

specificities Text X

Axis A

Text Y Axis A

Similarities / differences between texts X and Y regarding

Axis A

Similarities / differences between texts X and Y regarding

Axis B

Text X Axis B

Axis B

Obstacles Text Y

Axis B

Axis C Synthesis -

Questions

On the basis of texts X and Y, come up with 3 questions to ask the teacher

Note taking Note taking

Group 1 Text X

Group 2 Text Y

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