Case Study: What Supports Students to Improve Their Grades?

Autor/inn/en	Sieminski, Sandy; Messenger, Julie; Murphy, Sam
Titel	Case Study: What Supports Students to Improve Their Grades?
Quelle	In: Open Learning, 31 (2016) 2, S.141-151 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2016.1188691
Schlagwörter	Foreign Countries; College Students; Student Improvement; Student Motivation; Grades (Scholastic); Open Universities; Distance Education; Case Studies; Learning Modules; Nursing Education; Social Work; Semi Structured Interviews; Student Evaluation; Feedback (Response); Emotional Response; Self Esteem; Tutors; Teacher Role; Achievement Gains; Expectation; Employer Attitudes; Theory Practice Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Schulische Motivation; Notenspiegel; Offene Universität; Distance study; Distance learning; Fernunterricht; Case study; Fallstudie; Case Study; Learning module; Lernmodul; Pflegepädagogik; Soziale Arbeit; Schulnote; Studentische Bewertung; Emotionales Verhalten; Self-esteem; Selbstaufmerksamkeit; Förderlehrer; Lehrender; Tutor; Lehrerrolle; Achievement gain; Leistungssteigerung; Expectancy; Erwartung; Arbeitgeberinteresse; Theorie-Praxis-Beziehung; Großbritannien
Abstract	This case study considers students who achieved "borderline" (40-45%) grades in their first assignment on a module, but went on to markedly improve their grades over the course of the module. The students were studying nursing and social work at the UK Open University, and they were all sponsored by employers. Semi-structured telephone interviews were used to explore the experiences of the students, including the way in which they reacted to assessment feedback and how this contributed to their learning and development. Other themes that emerged from the study include the emotions experienced by the students, sometimes challenging their self-confidence and evoking feelings associated with emotional vulnerability, and the tendency for students to initially approach assessment independently, but later to create and take advantage of opportunities for social learning. The role of the tutor in helping students to prepare for assessment appears to be significant, as does the fact that students are sponsored by their employers, which provides an additional incentive to complete the module. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01