Key Developments in the ESRC/TLRP Project on

Enhancing Teaching-Learning Environments in Undergraduate Courses

OVERALL PURPOSE OF THE PROJECT second-year) and the other at final-year level, using interviews with staff and students, and ques-
tionnaires with students. During the first year of the collaboration we collect the data, analyse
The project seeks to develop subject-specific conceptual frameworks to guide institutional and
them, and report the findings back to the departments. Discussions of the implications of the
faculty or departmental development of teaching-learning environments. The frameworks are
findings for each course unit then lead to a collaborative initiative during the second year of work
being deployed to integrate findings from research both with the professional knowledge of aca-
with the department, designed to enhance the teaching-learning environment in whatever ways
demic staff and with national and institutional criteria describing high quality teaching and learn-
prove to be acceptable and practicable.
ing. By working collaboratively with departmental partners, ways of enhancing the system-wide
capacity for research-based practice are being explored and disseminated. The various outputs of the project will be brought together and disseminated through web-
accessible resources, printed materials, as well as collaborative workshops and seminars. The
KEY CONCEPTS
aim will be to assist those responsible for modules, courses or programmes of study to moni-
Key concepts underpinning the project’s work are as follows. tor, review and enhance the efficacy of teaching-learning environments by deploying data
gathering and analytic tools which are evidence-based and have clear conceptual underpin-
Teaching-learning environment This term is used to describe the whole set of teaching, learning nings. Anonymised case studies of successful collaborative initiatives will also be made widely
support, assessment and administrative arrangements, as well as the facilities and resources available.
provided within a degree course. Our particular focus is on those aspects expected to influence
most directly the quality of student learning. PROGRESS TO DATE
Constructive alignment This term is designed to capture the ‘goodness-of-fit’ between the aims
of a course and the teaching-learning and assessment procedures followed; ‘constructive’ indi- • Review of the literature on teaching-learning environments
cates that the aims involve a focus on developing conceptual understanding and ways of thinking • Review of existing inventories of approaches and perceptions [Article submitted]
and practising in the subject.
• Review of conceptual frameworks describing teaching and learning in universities
Ways of thinking and practising in the subject (WTPs) Initial work suggested that a term was
needed to cover not just approaches to studying, but also the thinking processes and subject- • Analysis of TQA/QAA reports of 40 ‘excellent’ departments [Report completed]
specific skills that staff are seeking to develop in their students. Deep approaches to studying
which are well organised and applied with effort are being used to indicate engagement with the • Telephone interviews with staff in 20 departments across five subject areas
courses being studied.
• Analysis of the telephone interviews with staff [Report on Biology completed]
Troublesome knowledge and threshold concepts There is particular value in focusing on topics
or ways of thinking that students find difficult, particularly when these act as a threshold to further • Learning and Studying and Experiences of Teaching and Learning Questionnaires
learning. Examining these in relation to teaching and assessment provides a focused way of • Completed questionnaires obtained from students (LSQ = 517; ETLQ = 472)
investigating influences on learning outcomes.
• Preliminary item and factor analyses completed [Article submitted]
OVERALL RESEARCH STRATEGY
• Collection of background data from eight departmental partners
The overall intention is to explore the applicability of these concepts and previous research find-
ings in accounting for the extent to which teaching-learning environments encourage the active • Interviews with 22 staff and 8 students, together with 20 student focus groups
engagement of students, and deep approaches to studying, in achieving high quality outcomes
of learning. • Ongoing analysis of staff interviews and student focus group discussions.

The project focuses on five subject areas, chosen to provide good coverage of academic disci-
plines and professional areas: electronic engineering, cell and molecular biology, business eco-
nomics, history, and media and communication studies. Course settings have mainly been cho-
sen in clusters of universities around Coventry, Durham and Edinburgh, where our research team
is based, whilst also encompassing a variety of traditional and innovative teaching-learning envi-
ronments.

The main strategy involves working collaboratively with departmental colleagues to look in detail
at two target course units due to run in successive years, one at first-year level (or Scottish
1
DETAILS OF INITIAL ANALYSES AND DATA COLLECTION INSTRUMENTS Concepts related to the quality of learning at university

Students' prior experience,

knowledge, conceptions and
reasons for studying
Analyses of the telephone interviews in Biology
Departmental teaching orientations Approaches to
Students' perceptions
of the teaching-
learning and studying learning environment
§ Professional
Quality of
learning
§ Research achieved

§ Wider access/student support How course material Type of teaching-

is selected, organised, learning environment
§ presented, assessed provided

Constructive Influences from University teachers' Influences from

academic community pedagogical subject knowledge department and
alignment and the facilitation of high-quality learning and validating bodies and conceptions of teaching institution

• Alignment to students through responsiveness of curricula to diverse student needs and capabilities,
and the articulation of developmental perspectives on how curricula and materials might best be
staged or sequenced.
• Alignment of teaching-learning strategies - the active promotion of ways of thinking and practising in
the subject through a differentiated view of the functions of particular teaching-learning strategies,
seen in interrelation, and a high valuing of tutorials, workshops and various other group-based
activities.
• Alignment of learning support was geared to the quality of student learning more generally, and so had Conceptual map of the ‘inner’ teaching-learning environment
an auxiliary role in constructive alignment.
• Alignment of assessment indicating how a given assessment method would be purposefully deployed
in a particular course setting to promote and evaluate students’ grasp of specific ways of thinking and
Teachers' beliefs,
practising in the subject. conceptions of teaching
and reflective practice

• Alignment of course organisation showed through a consideration of system-level course management

issues rather than directly linked to high-quality learning outcomes.
Teaching
Ways of thinking and practising in Biology (WTPs) Choice and
organisation of
methods
Assessment and
feedback
content
• Foundations of understanding included a sound grasp of key terms, concepts and princi-
ples, biological structures, functions and processes; and systems and levels of organisa- Course design
Teaching and
and organisation Guidance and
tion. assessing
content support for
learning

• Higher-order understanding encompassed the real-world application of understanding, Workload/

opportunities for
practice
inter-connective and synoptic understanding and epistemic understanding. Course
contexts
Specific
institutional and
Staff-student
relationships
Affective
quality of
disciplinary relationships

•
Contact hours - contexts
Fundamental skills in biology included experimental and practical skills; data- analysis different types
of teaching
skills, communication skills, critical reading and bibliographic skills, and student self- Sense of fairness
and moral order
regulation. Aims/intended
learning
Students and
student cultures
outcomes

• Higher-order skills were concerned with critical evaluation and interpretation of evidence, openness
Orientations,
to changing one’s ideas, arguing a case, experimental and research project design, and reflection and beliefs, norms
Abilties,
knowledge and
and values skill in learning
debate about areas within the discipline where knowledge is uncertain or where there are contrasting Peer groups,
morale,
identities
interpretations
Influences from outside
Learning histories and
the university -
developmental levels
demands and support

2
Learning and Studying Questionnaire (LSQ) Experience of Teaching and Learning Questionnaire (ETLQ)
[Scales likely to be used in the main analyses shown in italics]
Approaches to learning and studying (shortened and specific to course unit)
Learning orientations (LSQ)
Experiences of teaching and learning (ETLQ)
Intrinsic
Course unit coherence and alignment
Extrinsic Course unit well organised
Constructive alignment
Reasons for taking a particular course unit (LSQ)
Relevance of content
Intrinsic Learning materials provided
Teaching designed to support learning
Extrinsic
Choice provided
Links to outside world
Approaches to learning and studying (general across the subject area)
Focus on understanding
Deep approach Awareness of ways of thinking and practising in the subject (WTPs)
Intention to understand for oneself
Assessments and other set work
Relating ideas Requirements clearly set out
Use of evidence Developing ways of thinking and practising in the subject
Feedback encouraging reflection
Surface approach
Supportive feedback on work
Memorising without understanding
Unreflective studying Climate and relationships
Teachers’ enthusiasm and concern
Fragmented knowledge
Students’ mutual support
Unthinking acceptance
Enjoyment of, and interest in, course unit
Monitoring studying
Monitoring understanding Demands made by the course unit (ETLQ)
Monitoring generic skills Workload
Organised studying Knowledge expected
Systematic planning
Learning processes needed
Time management

Effort management Knowledge and skills acquired in the course unit (ETLQ)
Effort
Knowledge gains
Concentration
Development of learning processes

3
 Abbreviated staff interview schedule Abbreviated interview schedule for final-year students
ORIENTATION What led you to take this module?
BACKGROUND
Teaching Role What particular responsibilities do you have for teaching and/or
assessment in the unit/module? EXPECTATIONS / OUTCOMES

Unit < – > Programme How do you see this unit/module fitting in with the (main) degree Your Expectations What were you particularly looking to get out of this module/unit?
programme? What, specifically, do you feel it contributes?
Outcomes for You What have you actually got out of it – and what had you expected?
The Students Could you tell me something about the composition of the class as a
Staff Expectations What do the staff see as particularly important for students to learn?
whole?
Student Engagement In your experience, how committed, enthused and interested are the
students in this unit? What influences this? EXPERIENCES
Peer Cohesion Do the students taking this unit seem to be a fairly cohesive group, Teaching-Learning Which aspects of the teaching have you found most and least helpful?
getting on well with each other? How encouraged?
Student-Staff Interaction Do students get on well with staff? What scope is there for staff and Support for Learning What sort of help/support has been available for difficulties in learning?
student interaction beyond timetabled classes?
KNOWLEDGE AND WAYS OF THINKING AND PRACTISING IN THE SUBJECT Assessment / Feedback How well have the assessments matched what you are expected to
learn?
Key Outcomes What is it that you yourself most want the students to get from the unit/
module? In what ways have they helped, or been a hindrance to, your learning?
Key Topics Are there particular topics which are central to a student’s understand-
ing of the unit as a whole? How satisfied are you with the guidance and feedback you’ve been
given?
Ways of Thinking and Practising Are there particular ways of thinking or going about the subject or
in the Subject communicating knowledge and ideas within it, that you would like to Relationships How have you found your relationships with other students? / with
students to develop while they are studying this unit? staff?
Troublesome Knowledge and Are there any of these topics, concepts or ways of thinking that Unit Organisation & Management How well have the various elements in the course unit come together?
students find
Threshold Concepts particularly difficult to acquire? Are any of these that are also crucial to Engagement Has this module made you more or less enthusiastic about the
students’ progress within the subject? In what specific ways have you subject?
tried to help students with such difficulties? Changes What would you most like to see changed?
TEACHING, LEARNING AND ASSESSMENT
Teaching and Learning Looking at the various forms of teaching the students’ experience, how DOING WELL IN THE SUBJECT What’s needed to do well in this subject/discipline? What influences
do they contribute to developing the various key concepts, skills and that?
ways of thinking you mentioned earlier?
How does that compare with the other subjects you’re studying?
Assessment And similarly, what part do the various assignments and assessment
play?
Challenges What sorts of challenges do you find with teaching and encouraging LEARNING & TEACHING COMMUNITY / WAYS OF THINKING AND PRACTISING IN THE SUBJECT
learning in this particular area of the subject at this level? How do you
Sense of belonging Do you feel ‘a sense of belonging’ in this department?
try to deal with them?
Ways of thinking & practising To what extent do you feel you have learnt to think like a .[...ist /
Changes Are there any specific ways in which you would like to change this
in the subject ...ian]’?
unit? Would there be any difficulties in trying to make such changes?
Could these be overcome at all? Using your degree How do you think you’re going to make use of what you’ve learnt?
ANY OTHER COMMENTS ABOUT THIS UNIT OR THE WIDER SUBJECT

4
Factor loadings from a factor analysis of selected scales from the two questionnaires (LSQ, ETLQ)

Scales Factor I Factor II Factor III

Intrinsic orientation LSQ .29

Negative orientation – lack of purpose - .34

Intrinsic reasons for choosing course unit

Extrinsic reasons for choosing course unit .26

Deep approach to studying the specific course unit ETLQ .29 .51

Surface approach to studying that course unit - .29 - .33 .33

Monitoring studying during that unit .26 .55

Organised studying for that unit .65

Effort management for that unit .80

Unit seen as organised, aligned and integrated ETLQ .78

Unit seen as encouraging learning and providing choice .83

Unit assessing understanding with good feedback .74

Unit providing good staff support .70

Unit encouraging good peer support .26

Unit evoking interest .73

Unit perceived as having light knowledge demands ETLQ .41 - .29

Unit having light demands for learning processes .25

Perceived knowledge gains from unit .60

Perceived gains in learning process gains from unit .40 .30

Self-rating of attainment prior to taking the unit LSQ .31 - .64

Self-rating of attainment on the unit ETLQ (.21) (.22) - .51

Loadings less than /0.25/ have been omitted except for those relating to attainment)

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 Analysis of TQA/QAA reports on ‘excellent’ departments Analyses of staff interviews Analysis of LSQ & ETLQ Attainment measures

a. Effective quality assurance procedures

Course unit organisation and
Departmental b. Course handbooks detailing aims, teaching, learning Ways of thinking and structure
organisation, resources, assignments and assessment talking about teaching
administration, and learning
and facilities c. Well-managed staff appraisal and active
encouragement of staff development

d. Well-designed, well-maintained and accessible

Constructive accommodation, equipment and facilities
alignment of Perceived workload
all aspects of a. Overall programme design, include. wide/coherent Ways of thinking and
provision choice of options practising in the subject
b. Structure of module/course, and of individual teaching
sessions, made clear and linked to aims
Foundations of
Course design Perceived new knowledge
c. Content chosen to match students’ prior knowledge, understanding
abilities, interests, and understanding
Higher-order understanding
Prior knowledge expected
d. Challenging content focusing on understanding, and Troublesome knowledge
Course content academic and generic skills and threshold concepts
e. Stressing relevance of content to aims/vocational Teaching designed to
value, interplay between theory and practice encourage learning
Approaches to teaching
Teaching f. Good teaching, making appropriate use of supporting Approaches to studying
resources and teaching/learning technologies
in the course unit
g. Encouraging progressively more self-regulation in
learning Fundamental skills Perceived improved skills
Prior approaches to studying
Supporting learning
h. Identifying and supporting specific learning needs, Higher-order skills
including language, maths and study skills
Prior skills expected
i. Careful control and monitoring of student progress,
particularly in the early stages Grades obtained
Assessment and Assessment procedures
feedback j. Wide range of appropriate and varied assessment, used Assessment, set work and
backed up by timely, helpful feedback feedback

a. Small-group teaching / tutor-student closeness

Attitudes to students
b. Staff-student relationships showing mutual respect Enjoyment and interest
Student support and good rapport Supportive climate experienced
Readiness to explore
c. Seeking and acting on student feedback on courses pedagogical innovations
and teaching
d. Meeting ‘personal tutors’ regularly

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SOME ISSUES ARISING AT THIS STAGE OF THE PROJECT

§ How should the notion of constructive alignment be interpreted in different contexts, in relation to differ-
ent forms of alignment through for example, course organisation, teaching and learning activities, as-
signments and assessment, and student support.

§ How are ways of thinking and practising in the subject expressed and experienced in each of the subject
areas?

§ Do the concepts and models used within each discipline affect the ways staff in the various subject
areas think about teaching and learning? And, if so, in what ways?

§ How does the idea of threshold concepts or threshold ways of thinking apply in the contrasting subject
areas?

§ Does a focus on troublesome knowledge and/or threshold concepts provide a fruitful way of focusing on
specific content through which constructive alignment might be illustrated?

§ How can collaborative initiatives best be set up with departments in ways which are rooted in the analy-
sis of data collected, draw on our emerging conceptual frameworks, and represent a worthwhile devel-
opment for our departmental partners?

§ Can we develop a language of description in university teaching and learning that accurately captures
the key concepts but expressed within a discourse that is intelligible and immediately appealing to
colleagues (action poetry)?

§ How can we design conceptual frameworks that integrate important aspects of research on teaching
and learning on the one hand, with, on the other, curriculum frameworks developed within staff develop-
ment work and good practice found within the subject area in our telephone interviews and reviews of
the subject literature?