So why have I decided to investigate the topic of asynchronous resources? And why such a focus on the relationship between staff, students and resources?
For context I am further developing my intervention for the IP unit which was titled, ‘CAD CLUB: A reflection on the development of inclusive e-learning resources.’; which was an Action Research Cycle in itself. You can read the full report here which will explain in more detail my reasonings and process.
But to summarise it into one digestible paragraph for you…
I noticed a gap in my students learning around digital skills and lack of resources to support them in this area. I decided to produce a series of asynchronous videos (CAD CLUB) to teach digital skills to fashion students, to address the accessibility and inclusivity issues my students were facing. I monitored interaction through quantitative data generated by Panopto statistics, which showed some interaction but not as much as I had hoped; and created a Questionnaire that was sent out to students and staff on my undergraduate course for feedback. The responses highlighted ways of making the content more accessible and inclusive which I have gone on to implement, however I didn’t get enough data to feel I could really tackle the issue of engagement with the resource. This I think is partly due to not asking the right questions and lack of testing.
Upon reflection I realised that at no point in the research cycle had I spoken to or consulted a student about what they might have wanted, and how this could have an impact on engagement. The output from that research cycle generated the idea of giving students the autonomy to decide on content and working with them to create the resource rather dictating the content myself. Understanding the importance of the student voice, carving out the space to hear their voices and then to act on them. This is what has led me to this research question, and the need to instigate another cycle of action research in this area.
Succinctly put…
‘A teacher needs to create experiences with, and not for, students, integrating their experiences and voices into the educational experience itself.’
Freire, 2006
In essence, what’s the point of me making these videos if no one is going to watch them!
In a recent student rep meeting for my course, without prompting, our new YR1 students are already raising how few ‘Digital Creativity’ sessions (the newly appointed name for IT sessions they get). So, the issue I identified in my previous unit is still going strong, still effecting the students, and they are explicit in their want for more support.
Student engagement increases student satisfaction, enhances student motivation to learn, reduces the sense of isolation, and improves student performance.
Martin & Bolliger, 2018
I just need to figure out how to get them to engage with the support.
References
- Freire, P. 2006. Pedagogy of the Oppressed, 30th anniversary ed. New York: Continuum.
- Martin, F. & Bolliger, D. (2018) Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Online Learning Journal, 22 (1) p219