Authors:Ritika Tiwari, Obasanjo Afolabi Bolarinwa, Obasanjo Afolabi Bolarinwa Pages: 6 - 15 Abstract: This case study reports on the production, performance and evaluation of a public health street play by MSc Public Health students at York St John University (London Campus) in the United Kingdom. The street play was performed on World AIDS Day 2023. This paper focuses on the dynamic and interactive nature of street play as a pedagogical technique that aligns with constructivist principles, fostering meaningful learning experiences. Increased confidence, engagement and programme commitment were observed in students both in in-person and online sessions following the street play. While recognising these strengths, we discuss the need to address challenges, foster collaborations and implement continuous improvement strategies to make street play even more effective as a teaching method in the public health discipline. PubDate: 2024-05-09 DOI: 10.21100/compass.v17i1.1498 Issue No:Vol. 17, No. 1 (2024)
Authors:Charlotte Jeavons, Carlos Moreno Leguizamon, Linda Cole Pages: 7 - 23 Abstract: Whilst university data highlights that BAME students are awarded up to 33% lower assessment outcomes than their white counterparts, there is limited contextual information to explain why the situation arises. A small scale qualitative project sought to explore the barriers and enablers to Public Health students' learning experiences through semi-structured interviews. Emerging themes included the role of the family in their learning; the influence of peer groups and others in their motivation to study and becoming an independent student and these themes are viewed from a critical intercultural and intersectional perspective. PubDate: 2024-05-09 DOI: 10.21100/compass.v17i1.1368 Issue No:Vol. 17, No. 1 (2024)
Authors:Lianfeng Quan, Dawn Reilly Pages: 24 - 32 Abstract: Student induction, a key element of transition to university, is of great importance because it marks the initial face-to-face interaction between students and university staff and their introduction to learning in higher education. In the School of Accounting, Finance and Economics at the University of Greenwich, a tailored induction approach is used for incoming Chinese Direct Entry (CDE) students. The goal of this induction is to familiarise CDE students with the United Kingdom (UK) learning environment to counter the academic culture shock which international students can experience. CDE induction begins with sessions which explain UK teaching, learning and assessment approaches, followed by an introduction to the university’s library resources. Students then collaborate in small groups, applying the techniques and knowledge they have gained to analyse case studies. This immediate engagement with student-centred learning jumpstarts independent study skills, collaboration and friendships among CDE students. PubDate: 2024-05-09 DOI: 10.21100/compass.v17i1.1469 Issue No:Vol. 17, No. 1 (2024)
Authors:Magdalena Dolecka, Noor U Khan, Vanee Sivagurunathan, Alison Faith Kelly, Hilda Mary Mulrooney Pages: 33 - 48 Abstract: Student expectations of university lack clarity, yet unmet expectations may negatively impact upon satisfaction, attainment and progression. This questionnaire-based pilot study explored student and staff expectations, in a large English widening participation university. In all, 65 students and 27 staff participated. Most notable was the similarity of student responses regardless of demographic characteristics. However, students already in paid work were significantly more likely to agree that they liked the university and found it easy to make friends. Students who might consider taking on paid work expressed significantly more concern that they may struggle with their academic work whilst those not in paid work had significantly more concerns about exams and self-directed learning. In terms of transferable academic skills, Black students were significantly less likely than white students to expect to make detailed class notes for themselves, albeit within this small sample size, while those first-in-family identified more academic skills needs than other student groups. Significantly more staff than students considered classroom attendance necessary. This pilot study suggests future research directions, including the impact of paid work and ethnicity on specific academic skills and underlines the importance of student support. PubDate: 2024-05-09 DOI: 10.21100/compass.v17i1.1439 Issue No:Vol. 17, No. 1 (2024)
Authors:Tiani Wepener, Tony Mpisi, Wiets Botes, Alan Felix, Odette du Plessis, Gert Hanekom Pages: 49 - 64 Abstract: This article explores the experiences of teacher educators at a South African university regarding their use of the Mursion® simulation program during pre-service teacher training. The study aimed to investigate these teacher educators’ experiences and perceptions of using the Mursion® simulation software by means of semi-structured interviews, and subsequent thematic analyses. Three themes were predominantly discussed during the interviews, namely, initial impressions of the Mursion® software, favourable aspects associated with the software, and less-favourable aspects associated with the software. The respondents’ initial impressions revealed a mixture of satisfaction, excitement, and uncertainty. The favourable aspects included the realism of the virtual classroom environment and experience, the opportunity for practice and skill development, and the potential for increased pre-service teacher preparedness. The less-favourable aspects highlighted were some anxiety and intimidation related to the technical nature of the software and the initial learning curve. The findings suggest that the software has the potential to enhance teacher education by providing a realistic and immersive classroom experience for pre-service teachers. The importance of technological support and training for educators to fully utilize such programs is also highlighted. PubDate: 2024-05-09 DOI: 10.21100/compass.v17i1.1456 Issue No:Vol. 17, No. 1 (2024)
Authors:Michael James Day Pages: 65 - 81 Abstract: Higher education (HE) is changing. Students are crossing boundaries, such as physical (those of countries) or digital (through distance learning). During COVID-19, the concept of a learning space was redefined, for many studied at home. As the student experience changes, so does the use of learning spaces. This article focuses upon ‘post-digital’ learning spaces and goes on to frame a narrative about how our HE institutional environments need to sharpen the now much hazier boundaries between the physical, digital, spatial and temporal realms; by drawing upon research with 103 Chinese postgraduates in a Sino-British university, it demonstrates piracy of ebooks as one indicator – and disruptor – of a shift in post-digital lived experience (analysis shows how students turn to online ‘shadow libraries’, to save not just money, but time and space too, redefining universities, reading and information retrieval practices); it concludes by discussing how institutional repositories need to be transformed into multifunctional spaces where students can access resources in various ways, not just in hard copies of books. In consequence, it positions the need for a future ‘post-digital library’ in universities as a place of collaboration, creativity, enterprise and critical thinking, not as one of stacked shelves. PubDate: 2024-05-09 DOI: 10.21100/compass.v17i1.1492 Issue No:Vol. 17, No. 1 (2024)
Authors:Neil Currant, Liz Bunting, Vikki Hill, Emily Salines Pages: 82 - 100 Abstract: Assessment plays a central role in learning in higher education (HE), but often the impact of grading assessment on student motivation, behaviour and wellbeing is insufficiently considered in policy and practice. With the growing concern in the HE sector about student mental health, a consideration of the affective dimension of grading is timely.The discussion in this paper on the affective dimension of grading is based on research conducted during the pandemic on the ‘no-detriment’ implementation of pass/fail assessment at the University of the Arts London (UAL). Qualitative research was undertaken with first-and second-year undergraduate students in the fields of creative arts, design and communication to investigate the effects of the switch from letter grading to pass/fail and student views on grading more generally. Our findings suggest that grading affects student stress, anxiety, learner identity, motivation, student self-expression, creativity, and peer relationships.In the light of our findings, we bring together discourses about assessment, grading and student wellbeing to consider the longer-term implications for assessment practices in a post-pandemic world. PubDate: 2024-05-09 DOI: 10.21100/compass.v17i1.1496 Issue No:Vol. 17, No. 1 (2024)
Authors:Aaron Lawson, Jill Stewart, Ellis Turner, Peter Passmore, Carol Costly Pages: 101 - 117 Abstract: Front-line professions such as environmental health require practitioners to demonstrate competence in practice-based skills typically gained only through on-the-job experience. However, practice opportunities have been more scarce, owing mainly to austerity but also to the impact of the COVID-19 pandemic, so necessitating novel approaches to teaching and learning. 360 technology has recently emerged as a possible solution, but its potential for use in an environmental health setting, such as housing inspection and regulation, is virtually unknown.This study involved the use of a 360-degree camera to record a simulated walkthrough and mock inspection of a two-storey house. These ‘photospheres’ were demonstrated to under- and postgraduate students, who were then surveyed online to explore their attitudes towards the use of this technology as a training method. Analysis of the questionnaire responses revealed four self-reported themes: experience of housing regulation and enforcement practice and training; experiences of 360 technology in housing inspection practice and enforcement; attitudes towards using 360 technology versus traditional photograph and filming methods for experiential learning, training and practice purposes; and attitudes towards the application of 360 technology for experiential learning and training purposes in housing inspection enforcement and regulation.The results indicated that students found this a helpful and flexible tool, particularly valuing its immersive nature, both for initial training and continuing professional development (CPD) in housing inspections and interventions. It has wider applicability to other frontline professional practices and requires further development to help shape new forms of training. PubDate: 2024-05-09 DOI: 10.21100/compass.v17i1.1503 Issue No:Vol. 17, No. 1 (2024)
Authors:Nayiri Keshishi Pages: 118 - 123 Abstract: In an increasingly digitized world, technological advancements have transformed information consumption, introducing sensory stress. This review explores mindful reading as a strategy to alleviate this stress and enhance digital reading experiences by integrating technology and mindfulness practices. Mindful reading involves deliberate engagement, derived from mindfulness techniques, offering improved concentration and emotional regulation. Tools like Reader View and digital annotation features can help to reduce sensory strain and enhance readability. Educators play a vital role in supporting mindful reading by providing tailored resources for navigating digital formats and fostering reflective learning approaches. This review calls for further research on this topic to build our understanding of how to create a balanced coexistence between technology and human well-being in reading. PubDate: 2024-05-09 DOI: 10.21100/compass.v17i1.1491 Issue No:Vol. 17, No. 1 (2024)
Open Access journal
[3 journals]
