A real rollercoaster of confidence and emotions': learning to be a university student, Studies in Higher Education, 33:5, 567-581, Accounts of emotion and affect have gained popularity in studies of learning. This article draws on qualitative research with a group of non-traditional students entering an elite university in the UK to illustrate how being and becoming a university student is an intrinsically emotional process. It argues that feelings of loss and dislocation are inherent to the students' experiences of entering university, and that 'coming to know' a new community of practice is an emotional process that can incorporate feelings of alienation and exclusion, as well as of excitement and exhilaration. A broader understanding of how students learn then depends not just upon the individual's emotional commitment to developing a new learning identity, but on the emotional interaction between the student and the learning environment of the university. IntroductionIndividuals entering higher education, particularly those from non-traditional backgrounds, often have to adapt to changed ways of learning in order to get the greatest benefit from their course. But universities too must adapt to the changing needs of the 'new' learners, and questions are being asked about the role of university culture in supporting or impeding learning. It is becoming clear that learning is a profoundly reflexive and emotional construct, that entails the undoing of earlier learning as students enter a new environment with different subjects, learning approaches and teaching styles. In addition, learning does not take place within the realm of individual cognition. The entire person, group or even organisation is part of the learning process, and universities can influence a student's learning through an environment that encourages an active learner approach (Zepke, Leach, and Prebble 2006). These accounts of learning open up the emotional dimensions of individual (and organisational) learning, and draw attention to the complex nature of the learning process. Some learning can involve upsetting experiences, leading to feelings of psychological vulnerability and insecurity. Other learning experiences are positive and can engender feelings of hopeful anticipation, exhilaration and discovery (Griffiths, Winstanley, and Gabriel 2005, 275).In this article we examine some of the theoretical and empirical issues surrounding the powerful emotional component of learning amongst higher education students, based on the experiences of a sample of non-traditional students who entered an 'elite' Scottish university directly from further education colleges.
The paper presents research findings on students' experiences of the provision both of guidance and feedback, and with respect to examinations as well as coursework assignments. In the work reported, a first-and a final-year bioscience course unit were surveyed in each of three contrasting university departments by means of questionnaires and interviews. The resulting data-set comprised 782 completed student questionnaires and 23 group interviews with a total of 69 students. While the questionnaire data provided a robust overall picture of the students' perceptions of guidance and feedback across the six units, the interview data made possible a much finer-grained analysis of their experiences. At the core of this analysis was a guidance and feedback loop, within which six interrelated steps have been picked out, beginning with the students' prior experiences of cognate assessments and closing with the potential of what has been learned from a given task to feed forward into subsequent work. This analytical framework brings into sharper relief the hitherto neglected role of exam-related guidance and feedback in helping to facilitate high-quality learning (e.g. through anticipatory and intrinsic feedback). And by pinpointing potential troublespots, the framework can serve as a valuable diagnostic tool, helping course teams to enhance the effectiveness of provision.
This paper reports on the first phase of a study that is investigating the experiences of a small group of students (35) that have entered an 'elite' Scottish university directly from Further Education (FE) colleges where they have studied Higher National Certificate and Diploma courses.Students' experiences and perceptions were gathered through in-depth interviews and a standardised questionnaire on entry to the university. This paper analyses the students' experiences of learning and teaching environments in FE. The students typically reported very positive experiences of their previous courses, with good support from staff and other students. A key concern for the students during their time in FE was balancing study and other commitments; support from families was seen as particularly important. Despite these concerns, the students' responses to questionnaire items relating to their approaches to learning in FE were generally similar to the patterns of responses reported by successful Higher Education (HE) students in other studies. The students' hopes and fears about HE encompassed both a sense of excitement about this stage as well as considerable fear and anxiety at leaving the highly supportive FE environment.
Aims and MethodTo develop a service development plan supporting recovery-based practice through collaborative service user-led methodology, and contribute to the National Institute for Mental Health in England (NIMHE) pilot evaluation of recovery sensitive measures. Staff, residents and service user group representatives collaborated in implementing the Developing Recovery Enhancing Environments Measure (DREEM) in a residential rehabilitation service.ResultsStaff and residents demonstrated a shared vision of recovery. Many areas were being addressed to a high level but others showed areas of deficiency, and illustrated discrepant views between staff and residents, which provided a focus for the development of a clinical service action plan.Clinical ImplicationsAs an experimental measure DREEM provides a user-led structure, which enables services to measure their commitment to, and effectiveness in, providing recovery-based care. It focuses service development and enhances collaborative work with service users, thus mirroring the principles of recovery it measures. It merits further evaluation and consolidation.
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