Student expectations for support and guidance during workbased learning experiences

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Student expectations for support and guidance
during work-based learning experiences
JMU Learning Teaching conference - April 2004

• Simon Bicknell
• School of PE, Sport and Dance

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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 taught them 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.