Transforming the first year learning experience through research based media practice

Abstract

<p>This paper reports on a case study in which the course coordinator attempted to introduce research into the first year media arts curriculum in an effort to engage students through an enquiry learning approach. The findings from student evaluations conducted over a five year period reveal the challenges as well as the benefits to learners. The increase in student mean scores for evaluation criteria together with student qualitative comments in response to evaluations conducted following redesign of the curriculum, suggest that practice-based research, particularly when connected to “real world” issues, can be an effective strategy for re-engaging the first-year learner through the creative problem-solving process. The paper concludes with a discussion of the implications of the findings from these trials as well as suggestions for further research.</p&gt

Putting research first? Perspectives from academics and students on first-year undergraduates learning research

“…The English study concluded that the early use of open-ended or problem-based learning, which superficially might appear helpful to teach about research, "given the potential vulnerability of first-year students … should be carefully structured and supported" (Turner et al 2017, p.818). Interestingly, an Australian case study similarly tracking the sometimes challenging introduction of inquiry-led learning into a media studies program, over five years and iterations, concluded with similar advice (Wood, 2010).…”

“…In a wider international exploration of academics' perceptions of the necessary skills for, and hindrances to, early-undergraduate research learning in geography (Walkington et al, 2011) similar barriers persisted and others appeared. They included large classes, students' lack of confidence, passivity and limited research skills (also Guo, Loy & Banow, 2018;Wood, 2010). Recent literature examining firstyear undergraduates' induction and learning experiences echo such challenges.…”

“…Both raise challenging questions for all practitioners around first-year undergraduates and research. In the spirit of 'transition pedagogies' (Gale & Parker, 2014, p.748 Although these are reasonable educational questions, introducing research or inquiry-led tasks, especially into degrees that students perceive as vocational, can challenge and discomfort first-year undergraduates (Wood, 2010). A longitudinal study of undergraduate students arriving from further education colleges in a Scottish university highlighted "the importance of students' prior learning experiences to understanding their dynamic transitions to and within university" (Christie, Tett, Cree & McCune, 2016, p.483).…”