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Theme: Managing Change within Psychology Education

PLAT 2010 Edinburgh, 1st July. Theme: Managing Change within Psychology Education Feedback provision for literature reviews within Psychology: A practical way to tackle the challenges this task presents for academics. Dr. Olivia A Hurley

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Theme: Managing Change within Psychology Education

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  1. PLAT 2010 Edinburgh, 1st July Theme: Managing Change within Psychology Education Feedback provision for literature reviews within Psychology: A practical way to tackle the challenges this task presents for academics Dr. Olivia A Hurley Institute of Art, Design & Technology (IADT), Dun Laoghaire, Dublin, Ireland.

  2. Presentation Outline Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh • What is a Literature Review (LR) in Psychology? • Why is a LR important in Psychology? • Common mistakes students typically make when completing a LR? • Rationale for the Research: LR Feedback Document • Method: Illustration of the LR feedback document designed; • Results: Students’ Feedback: Quantitative & Qualitative; • Conclusions & Future Recommendations for PLAT

  3. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh “There is no failure, only feedback” [Robert Allen (Financial Expert), cited in Vernon, 2009] ....In Business, Sport and Academia!!

  4. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh What is a Literature Review (LR)? A literature review … an interpretation of a selection of published and/or unpublished documents available from various sources on a specific topic that optimally involves summarization, analysis, evaluation, and synthesis of the documents… [Onwuegbuzie et al., 2005, cited in Gliner et al., 2009]

  5. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh What is a Literature Review (LR)? A literature review is a critical review of previous relevant research completed in the area of interest. [Robson, 2007]

  6. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh Why LR Important in Psychology? A literature review is important as it provides the reader with ‘context and background’ to the area studied/of interest. [Robson, 2007] It also indicates that the researcher has become well-read/knowledgeable in the area of study [Gratton & Jones, 2004]

  7. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh Why LR Important in Psychology? • LR allows/helps the researcher to: • Identify gaps in the literature; • Select appropriate method(s) to study the topic of interest; • Describe the inferences that have come from previous research. [Gliner et al., 2009]

  8. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh Students’ Common Mistakes • ‘Listing’ studies rather than providing a critical review • Inappropriate writing style [‘chatty’, personalized] • Referencing errors • Spelling, grammer etc.

  9. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh Rationale for Feedback Research • Good feedback key feature of ‘best practice’ in undergraduate education (Chickering & Gamson, 1999), an important component of student learning (Elliott et al., 2009); Possible implications for student mental health (OSMHN, 2010). • Students have said feedback often slow and not easily applied to future work (Elliott et al., 2009); Lecturers under increasing workload, and time pressures. • Aim: Design standardised feedback instrument & evaluate instrument via student perception.

  10. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh Methodology • Participants: • 1st and 2nd Year Applied Psychology Students (105 (97)+42); • Feedback received from 43 students; 27 1st Years; 16 2nd Years • [19 males, 24 females; Age Range:18-50 years (M=21.97yrs, SD=1.71)]. • Materials: • CA LR Feedback Document; Specially designed for the purposes of the CA (based on previous years’ pilot testing, and IADT marking scheme standards); • 2. CA LR Feedback Evaluation; Specially designed for the purposes of the evaluation of the CA feedback (based on previous QA1 forms in IADT);

  11. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh Methodology • Procedure: • 1st and 2nd Year Applied Psychology Students completed a LR CA as part of their course work in Research & Statistics Module in Applied Psychology Programme (focusing on researching, reading and writing skills - 3 weeks to complete); • Provided with a briefing document explaining the CA; CA Feedback Document (FD) also made available prior to submission date; • Copy of FD attached to their CA upon return of work (within 3 weeks from submission date); Asked to complete Feedback Evaluation within the following 2 weeks.

  12. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh LR Feedback Document

  13. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh LR Feedback Evaluation On the scale of 1-5 below, how useful would you rate the Literature/Article Review feedback document to be? 1 2 3 4 5 Not at all useful Extremely useful In the space provided below, please feel free to write your comments about the feedback document indicating its strengths/helpfulness, and what you think could be improved upon in future versions of the document. ________________________________________________________________________________________________________ ________________________________________________________________________________________________________

  14. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh Results 1: Descriptive Statistics Student Feedback-Quantitative Ratings (Overall)

  15. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh Results 2: Inferential Statistics-Year Student Feedback-Quantitative Ratings (DV) [t = - 0.617, df = 41, p> .05] (2 tail)

  16. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh Results 2: Inferential Statistic-Gender Student Feedback-Quantitative Ratings (DV) [t = - 2.056, df = 41, p< .05*] (2 tail)

  17. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh Results 3: Qualitative Data (n=34) Students’ Comments-Positive/Strengths • “I found the feedback document very helpful as it allowed me to see what errors I had made and how I could improve my work for future assignments”[Participant 2; Y1; Female, Age 18yrs] • “…an improvement has been made since the feedback sheet was given, providing evidence of its positive impact”[Participant 42; Y2; Male, Age 21yrs]

  18. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh Results 3: Qualitative Data Students’ Comments-Positive/Strengths • “It was very helpful to get a breakdown of the score, so that I could see exactly where my strengths and weaknesses lie, and how I can improve……*”[Participant 18; Y1; Female, Age 50yrs] • “Shows what grade you got, why you got it and how to improve the grade, i.e., what was required to attain a higher grade”[Participant 29; Y2; Male, Age 19yrs]

  19. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh Results 3: Qualitative Data Students’ Comments-Negative/Weaknesses • “Very helpful and in depth….maybe more feedback on what we did well..” [Participant 11; Y1; Male, Age 24yrs] • “Very helpful overall, however there were so many corrections/suggestions that it was hard to take everything into account”[Participant 12; Y1; Female, Age 19yrs-Goals -Sport]

  20. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh Results 3: Qualitative Data Students’ Comments-Negative/Weaknesses “It could put your work down, and in future maybe you could outline positives such as how you enjoyed or were impressed by a certain topic” [Participant 22; Y1; Male, Age 29yrs] Focusing on the negatives.......(Anne Macaskill, PLAT 2010)

  21. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh Conclusions • Overall, positive response to the feedback document; • (i.e., Quantitative: >90% ratings of ‘4’/‘5’ & Qualitative: n=26 +ve); • Age did not appear to be an issue*; Gender may be an important consideration for feedback provision; • More student feedback needed: This piece of research was only a quick ‘snapshot’; Timing of feedback recording (close to examination time).

  22. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh Future Recommendations • Act on students’ suggestions where possible; • - Address positives more in document; • - Be selective in key elements of feedback - • Student negotiated; Manage student expectations; • - Provide document before CA due again and go • through immediately in class upon submission (Race, 2010); • Accept every student may not be happy with the type, degree, style of feedback; Have them integrate feedback with their one self-assessment (Magolda, PLAT 2010) • Feedback provision is a constant work-in-progress!

  23. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh Take-Home Points 1. Students learn through practice and experience. So do we – Thus, expect to repeat yourself! 2. The LR Feedback Document is a potentially useful feedback tool; However, revisions will continue to occur ..We never ‘stand still’!

  24. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh “There is no failure, only feedback” [Robert Allen (Financial Expert), cited in Vernon, 2009]

  25. References Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh Chickering, A.W. & Gamson, Z.F. (1999). Development and adaptations of the seven principles for good practice in undergraduate education. New Directions for Teaching and Learning, 80, 75-81. Elliott, S.J., Blomeke, C.R. & Frick, M.D. (2009). Providing students with feedback for continuous improvement. Paper presented at the 6th International Conference on Engineering and Computer Education (ICECE). 8-11th March 2009, Buenos Aires, Argentina. Gliner, J.A., Morgan, G.A., & Leech, N.L. (2009). Research methods in applied settings: An integrated approach to design and analysis (2nd Edition). London, UK: Routledge: Taylor & Francis Group. Gratton, C. & Jones, I. (2004). Research methods in sport studies. London, UK: Routledge: Taylor & Francis Group. Oxford Student Mental Health Network (2010). Giving feedback. Retrieved from: http://www.brookes.ac.uk/student/services/osmhn/he-fe-staff/give.html Race, P. (2010). Managing assessments for large groups. Workshop presentation on 14th April, 2010, Trinity College, Dublin. Robson, C. (2007). How to do a research project.A guide for undergraduate students. UK: Blackwell Publishing. Vernon, D. (2009). Human potential: Exploring techniques used to enhance human performance. London, UK: Routledge: Taylor & Francis Group.

  26. Dr. Olivia Hurley, IADT PLAT 2010, Edinburgh Thank you for your attention Any Questions?

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