Complete thesis - Murdoch University

Table 6.2: Instruments applied to Cycle 1Cycle Diagnostic Devices Records FeedbackLearningStylesTeachingStylesCycle 1 LSI Pedagogical Assessment items Year SurveyDimensions & results 2002ILSSSUUnit developmentPortfolio (mindrecordsmaps)conceptual understanding, and elements to supply some information on student’s willingnessto explore outside the boundaries provided within the unit (and hence transcend the coursematerial) by means of a reading log and additional exercises attempted.In addition, all students had been mapped to a learning style during their first year, andformal University-wide feedback (Student Survey of Units (SSU)) collected. The Schoolbased,Year Survey was also a rich source of student perception of the unit undertaken.These all provided qualitative as well as quantitative data, with responses to open questionsand comments in the surveys considered of primary importance.Impact on student developmentStudents had indicated their ambivalence about the learning environment during semester.The Year surveys supported this perception – easy to understand; interesting; encouraging;seems very important for large systems; abstract stuff contrasted with too easy; abstract stuff;hard to put theory into practice.The results of the SSU feedback confirmed these. Students liked the online environmentand the scaffolding it provided. However, while some students could see the benefits ofa less traditional learning environment (...all members were able to spend more time withthe lecturer which therefore lead (sic) to a greater understanding of the units subject. The“discussion” format in the lectures also made this unit very enjoyable; good class involvement,good group activities) many just wanted to be taught (...need lecture notes, powerpoint etc;[change to] ... labs & lecture format).Unfortunately, the anonymous nature of this feedback made it not ethically acceptable torelate specific comments to particular student learning styles. An interesting insight mayhave been provided by the comparison: were particular learner types more/less comfortablewith the Apprenticeship model (as the literature suggested), or were the comments acrosstype? This question was worth keeping in mind to be addressed in the next cycle, if possible.262