Giving away control of the questions: an alternative methodology for engaging students in evaluation exercises

Tan, Elaine; Murray, Malcolm R; Loughlin, Eleanor

Abstract

This paper explores the application of a ‘students as partners’ approach within a project undertaking an evaluation of the learning experiences with technology of students (n=250) within one institution. The full outcomes of this study are written up in a separate paper, discussed here, are the practicalities and outcomes of adopting this method of student engagement to undertake an evaluative exercise. When presenting our study we explore the issues surrounding student engagement in evaluating their own learning experiences in higher education. Discussed is how shortcomings of conventional forms of evaluation, and how these prompted us to seek alternative methods of investigation. We detail the method undertaken in this study using an approach of students as co-researchers. The paper concludes with a discussion of the resulting data, and comments upon the depth and representativeness achieved using this method. The specific context of the inquiry was the digital learning of students, how they in the experience online tools through the institution and how these practices interacted and contrasted with their own self-determined and self-selected practices

Citation

Tan, E., Murray, M. R., & Loughlin, E. (2018). Giving away control of the questions: an alternative methodology for engaging students in evaluation exercises. Student engagement in higher education journal, 2(2), 29-46

• Journal Article Type: Article
• Acceptance Date: Feb 18, 2018
• Online Publication Date: Jan 9, 2019
• Publication Date: 2018
• Deposit Date: May 20, 2019
• Journal: RAISE Student Engagement in Higher Education Journal
• Electronic ISSN: 2399-1836
• Publisher: RAISE Network
• Volume: 2
• Issue: 2
• Pages: 29-46
• Public URL: https://durham-repository.worktribe.com/output/1301317
• Publisher URL: https://sehej.raise-network.com/raise/article/view/659
• Related Public URLs: https://eprints.ncl.ac.uk/253223