Students as scholars: evaluating student-led learning and teaching during fieldwork

Gaining a “sense of place”: students’ affective experiences of place leading to transformative learning on international fieldwork

“…Most students express a more positive experience as their time in the city progresses, but the intensity of the field experience, combined with the responsibility of presenting in situ (cf. Marvell et al, 2013) resulted in increasing levels of fatigue. However, for a minority of students, their affective experiences appear to induce negative sentiments.…”

“…Table identifies several cycles at which transformative learning can occur and be reinforced by subsequent or different learning experiences. The student-led teaching strategy employed by Marvell et al (2013) means that all students will encounter each cycle. The first affective cycle (A1-5) occurs prior to the fieldtrip, during planning and preparation for the group presentations, students acquire expectations and challenge their preconceptions mainly from secondary sources.…”

“…also offers a contextualised perspective by taking place in situ, relevance (the there-and-then), it can be used to challenge perceptions and make sense of initial reactions, as well as being personal. A thematic and coded analysis was undertaken to identify recurring ideas within the sources and allowing triangulation of responses (see Marvell et al, 2013). Whilst some of the quotes are generic, many can be attributed to specific stages in the learning and teaching strategy, in particular whether preparatory stage or delivering or receiving a field presentation.…”

“…For example, students visiting their field sites for the first time will often discover that place to be different from their expectations and preconceptions [B2 of Table , and a student listening to a field presentation may more critically question what a fellow student says (cf. Marvell et al, 2013) [C3 of Table ]. Thus students may progress either collectively as a group or individually tudents p og ess th ough K ath ohl s hie a h at diffe e t stages, outes a d ates of p og essio th ough the learning and teaching cycles.…”

“…This study examines the use of student-led learning and teaching presented by Marvell et al (2013). Based on final year undergraduate fieldwork in Barcelona, Spain, this study stude ts e pe ie es of pla e o i te atio al field o k; se o dl , examine how and why stude t s feeli gs a d e otio s change from their preconceptions during the fieldtrip to acquire a sense of place; and, thirdly, to evaluate how transformative is the development of a sense of place to their learning, with the affective domain, and to explore the links.…”