Purpose This study recruited students who failed to meet set deadlines for summative assessments. Process termed widening access increases the number of students in higher education institutions (HEIs) presenting challenges in learning and teaching in online, conventional and hybrid contexts, impacting on student academic success. Methodology Using qualitative methods and in depth semi-structured interviews, 14 participants who completed assessable written work were interviewed. Using Freire's concept of empowerment (1971), this paper explores students' perceptions of assessment in two countries. Findings Results presented thematically indicate that student perceptions of the purpose of the assessment and academic qualification are at odds with institutional habitus (Bourdieu, 1984). Several embargoes impacting on academic achievement were revealed. Research limitations The study uses small samples from Scotland and Brazil, and results may be complicated by the researchers teaching the students recruited into the study. Results indicate the need for further research to recognize the impact of shifting organisational patterns and modes of production within HEIs on the student experience of academic writing and assessment. Practical implications Findings highlight the factors that impact on academic success in HEI's for nontraditional students in particular Social implications Social class and educational background (habitus) are not factors taken into account when students are assessed impacting on ability to achieve academic success Originality/value This study recruits those participants normally excluded from typical research evaluations of student success. This study explores student experience of institutional assessment practices in the contexts of widening access and marketisation in two countries Scotland and Brazil Increasing the number of students in higher education institutions presents challenges in learning and teaching in online, conventional and hybrid contexts, impacting on student academic success. Using qualitative methods and in depth semi-structured interviews, 14 participants were interviewed. Building on Freire's concept of empowerment and Bourdieu's concept of 'habitus', we explore the student experience of assessment. Results presented thematically indicate that student perceptions of the purpose of the assessment and academic qualification are at odds with institutional habitus. Several embargoes impacting on academic achievement were revealed. Results indicate the need for further research to recognise the impact of shifting organisational patterns and modes of production within higher education institutions on the student experience of academic writing and assessment. Findings highlight the factors that influence academic success in higher education institutions for non-traditional students in particular. Social class and educational background (habitus) are not factors taken into account when students are assessed. This impacts on capacity to achieve academic success. This study study ...
RESUMO: Neste artigo teórico resenhamos e discutimos a respeito da mudança paradigmática na educação (MORIN, 1990(MORIN, /2008BEHRENS & OLIARI, 2007;MORAES, 2006) (Morin, 1990(Morin, /2008(Morin, , 1999(Morin, /2006a(Morin, , 1999(Morin, /2006b(Morin, , 2005(Morin, /2006(Morin, , 2008(Morin, /2010, examinando a inter-relação entre os parâmetros pedagógicos da condição pós-método, as oportunidades de aprendizagem (CRABBE, 2003 e ALLWRIGHT, 2005) e a metodologia de projetos (BEHRENS, 2006). PALAVRAS-CHAVE:Oportunidades de aprendizagem; Condição pós-método; Complexidade; Parâmetros pedagógicos da condição pós-método; Metodologia de projetos ABSTRACT: In this theoretical paper we present and discuss the change in the education paradigm (MORIN, 1990(MORIN, /2008BEHRENS & OLIARI, 2007;MORAES, 2006) and, having it as a starting point, we rethink the teaching-learning and the teaching practice. In order to do so, we establish a dialogue between the post-method condition (Kumaravadivelu, 2006) and the complexity perspective (Morin, 1990(Morin, /2008(Morin, , 1999(Morin, /2006a(Morin, , 1999(Morin, /2006b(Morin, , 2005(Morin, /2006(Morin, , 2008(Morin, /2010, examining the interrelationship between the pedagogical parameters of the post-method condition, the learning opportunities (CRABBE, 2003;ALLWRIGHT, 2005) and the methodology of projects (BEHRENS, 2006).
outros) e abordam a prática escrita na formação de professores. D'Esposito (2012) pesquisa o desenho e a implementação de um curso a distância de prática escrita em língua inglesa, sob a perspectiva da complexidade, para professores do ensino médio da rede pública estadual de São Paulo. Oliveira (2012) investiga a disciplina presencial de ensino de língua materna direcionada à produção textual em um curso de licenciatura em Educação Física, observando o curso e a formação dos professores pelo viés da complexidade. Iniciamos o artigo abordando a perspectiva da complexidade, passamos, então, à apresentação das experiências de docência vividas e concluímos apresentando reflexões acerca das pesquisas. Palavras-chave: Complexidade. Linguística aplicada. Formação de professores. Prática escrita.
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