Student expectations for support and guidance during work based learning experiences
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JMU Learning & Teaching conference - April 2004. Student expectations for support and guidance during work-based learning experiences. Simon Bicknell School of PE, Sport and Dance. An interest!. Organisation of WBL placements for students Butlins lifeguard The massage placement.

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Student expectations for support and guidance during work based learning experiences l.jpg

JMU Learning & Teaching conference - April 2004

Student expectations for support and guidance during work-based learning experiences

Simon Bicknell

School of PE, Sport and Dance


An interest l.jpg
An interest!

  • Organisation of WBL placements for students

    • Butlins lifeguard

    • The massage placement


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An interest!

  • Concerns about the effectiveness of WBL


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An idea!

  • Student comments

    • Group tutorial sessions

  • Mentor training event at JMU

    • Guidance for WBL supervisors

  • Lecture session content…..

    • “Investigating pupil expectations of their teachers”


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An idea!

  • “pupils regarded favourably teachers who kept order, were strict and punished pupils; who actually taughtthem and kept them busy with work; who gave explanations, were helpful and could be understood; who were interesting, unusual and different; who were fair, consistent and had no favourites, and who were friendly, kind, talked and joked”

    (Bailey, 2001, p101)


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Introduction to the project

  • This research project was conducted to analyse University students expectations for support and guidance from their work-based supervisor during WBL experiences, and whether these expectations are being met in the workplace.


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Introduction to the issue

  • Work based learning (WBL) is an increasingly important element of learning experiences (Walklin. 2002. p124).

  • Within University-based programmes, WBL is becoming an integral part of student studies (Cohen et al. 2001. p20).

    • The application of theory to practice

    • Increased employability


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Introduction to the issue

  • University-based supervisors should be aware of the quality of such experiences for their students.

    • e.g. Experiences during placement

    • e.g. Student support and guidance

  • During WBL, students can have a reasonable expectation of guided support from their supervisor (Cohen et al. 2001. p30).


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Methodology

  • Survey

    • During a WBL experience

    • Local secondary schools

    • 53 students

    • PGCE in physical education

  • Further data was collected from post-placement evaluation forms completed by the students

  • Debriefing tutorials conducted between the students and their University-based supervisor


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Research findings

  • The results [see handout] indicated that the students expected their work-based supervisor to provide support and guidance by being:

  • a good role model,

  • having particular attributes as a supervisor,

  • approachable,

  • available,

  • providing 1 to 1 tuition,


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Research findings

  • conducting supervisor / trainee meetings,

  • help them develop as a trainee,

  • give advice and feedback,

  • provide examples of materials,

  • provide Professional training opportunities,

  • respect the trainees,

  • understand that you are ONLY a trainee,

  • create a positive atmosphere in the department,

  • create good communications between trainees and other staff.


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Research findings

  • Furthermore, trainees expected their work-based supervisor to:

  • Have increased relationships with University staff,

  • Comply with University regulations for WBL supervisors,

  • Be experienced in dealing with WBL trainees,

  • Know what the WBL supervisors’ role is,

  • Understand how the trainees course works,

  • Know what trainees are expected to do (clued up),

  • Be aware of the trainees’ workload during WBL placements.


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Conclusions

  • The results from this research do not highlight any new concepts (Capel et al. 1995. p17)

  • Such support and guidance for students during WBL may be seen as ‘common sense’, and such provision is often taken for granted by University-based supervisors (School of Lifelong Learning, UWIC. 2001. p4).

  • Such approaches should be seen as ‘normal procedure’ (Minton. 2002. p45).


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Conclusions

  • In many cases, such support and guidance is provided by work-based supervisors (Mawer. 1995. p11).

  • However, feedback from the students indicated that their WBL supervisor is not always forthcoming in meeting student expectations.


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Conclusions

  • In evaluating the support and guidance provided during their WBL,

    • 41% of the students graded at least 1 aspect of their supervisors’ support and guidance as poor

    • 17% of these students grading the majority of their supervisors’ support and guidance as poor


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Recommendations

  • From this research project, the proposed recommendation to University-based supervisors involved in the organisation of WBL is;

    • to develop and nurture the partnerships with WBL providers, for the enhancement of student learning (Everard and Morris. 1990. p225).


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Recommendations

  • Developed partnerships with WBL providers, can be achieved by:

    • University staff monitoring, moderating, evaluating and intervening where appropriate within the workplace

    • Providing programmes of WBL supervisor training events, delivered by University-based supervisors


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Further research

  • Further analysis of whether student expectations are being met

  • Investigate factors affecting WBL supervisors and their ability to meet student expectations

  • WBL supervisors expectations of students during WBL experiences and whether these are met (Capel et al. 1995. p19)


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References

  • BAILEY, R. (2001) Teaching Physical Education. London: Kogan Page.

  • CAPEL, S., LEASK, M. and TURNER, T. (1995) Learning to teach in the secondary school. London: Routledge.

  • COHEN, L., MANION, L. and MORRISON, K. (2001) A guide to teaching practice (4th ed). London: Routledge / Falmer.

  • EVERARD. B. and MORRIS, G. (1990) Effective school management (2nd ed). London: Paul Chapman Publishing Ltd.

  • MAWER, M. (1995) The effective teaching of physical education. London: Longman.

  • MINTON, D. (2002) Teaching skills in further & adult education (2nd ed). London: Thomson.

  • SCHOOL OF LIFELONG LEARNING, UWIC (2001) Brief pointers on the mentoring process and PE. [online] www.pe-net.co.uk/pe-pointers.asp (01/10/01)

  • WALKLIN, L. (2002) Teaching and learning in further and adult education. London: Nelson thornes.


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