When Student Confidence Clicks - Introduction
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The document discusses the significance of academic self-efficacy in higher education, focusing on enhancing student confidence and learning outcomes. It outlines a program aimed at fostering self-efficacy through the use of technology, peer-learning, and student-teacher dialogue. It emphasizes the need to address low confidence levels among students and the importance of creating a supportive educational environment.
When Student Confidence Clicks - Introduction
- 1. 1 When Student Confidence Clicks Academic Self-Efficacy and Learning in HE Fabio R. Aricò WELCOME!
- 2. YOUR HOST Fabio R Aricò Lecturer in Macroeconomics School of Economics University of East Anglia 2 Education BSc Business and Economics, University of Pavia MSc Economics, University of Warwick PhD Economics, University of Warwick PGCert in Higher Education Practice Work experience University of Pavia, Associate Tutor University of Warwick, Teaching Fellow University of St Andrews, Lecturer in Economics Interests Economics of Education Higher Education Policy and Practice - Student Satisfaction and NSS - Widening Access Policies - Learning Technologies - Pluralism in Social Sciences - Academic Self-Efficacy
- 3. PROGRAMME AT A GLANCE Morning: Introduction to the Project 2hrs Self-Efficacy Use of SRS within the Project Noon: Assessment & Feedback 1hr Peer-learning and Self-reflection After Lunch: Student-Teacher Dialogue 1hr Afternoon: Discipline-specific Experiences 1hr (Mathematics, English Language, Placements) 3
- 4. TWEET AWAY! 4 @FabioArico #ueahea14
- 5. AIMS AND OBJECTIVES Awareness: Self-Efficacy as a crucial success factor Wise use of Learning Technologies Disseminate: Offer teaching ideas – Share my experience HEA mission and my commitment Feedback: What do you think? Can this be improved? Exchange: Create a ‘community of practice’ Partnership: Let’s work together! 5
- 6. 6 When Student Confidence Clicks Academic Self-Efficacy and Learning in HE Fabio R. Aricò Self-Efficacy and an Introduction to the Project
- 7. ACKNOWLEDGEMENTS UEA-HEFCE Widening Participation Teaching Fellowship HEA – Teaching Development Grant Scheme (Individual) 7 Mentor and co-author: Dr Duncan Watson Senior Research Associate: Dr Kathleen Lane Research Associate: Chris Thomson UG Research Assistants: Zainab Ahmed, Jack Kelehar
- 8. MOTIVATION Are my answers correct? I’m so confused… Is this going to be in the exam? Are you sure? But what if money supply contracts rather than increasing? Yes, we checked them together already. Yes, we spoke about it in class and practiced. You know how to do the reverse, you showed me. Relax. 8
- 9. MOTIVATION Typical problems analysed in recent pedagogic literature: • Students may encounter difficulties with the course material support sessions, office hours, targeted support interventions. • Students may display low levels of engagement revision of the curriculum, innovations in teaching, teaching technologies, partnership lecturer-students. 9
- 10. MOTIVATION Additional problem: • Students may experience low confidence levels anxiety over preparation; peer-pressure and competition; inability to self-assess and detect problems. • The recent changes in HE practice exacerbate this problem the ‘student experience’ model targets support and satisfaction; students run the risk of being put ‘at the heart of the system’ as passive receivers, rather than confident owners, of their learning. 10
- 11. REACTION Re-visit the concept of Academic Self-Efficacy: students’ confidence in their ability to accomplish specific academic tasks or attain specific academic goals (Bandura, 1997). Teach students how to become confident and independent learners help them to self-assess and diagnose problems; enable them to seek appropriate forms of support; increase the rate of retention of widening access students; enhance employability skills all along the academic journey. 11
- 12. REACTION in practice Develop a teaching protocol embedding Academic Self-Efficacy as an independent learning outcome, parallel to the curriculum. Make use of SRS technology to: - facilitate a dialogue with the students elicit self-efficacy - gather feedback from students adjust teaching - identify ‘risk-groups’ according to student characteristics adjust teaching 12
- 13. LITERATURE on ASE • Reference names: Bandura, Pajares, Zimmerman, Ritchie • Academic Self-Efficacy in theory: - Specificity & Correspondence relate to a task and criteria - Other expectancy constructs overlap with: confidence, competence, difficulty, ability, self-concept, self-perception. • Academic Self-Efficacy in practice: - Difficult to operationalise how to disentangle constructs? - Related literatures self-assessment, self-regulation, perceptions - Ways to measure ASE student questionnaires 13
- 14. LITERATURE on SRS • Reference names: Mazur, Mollborn, Galloway, Hounsell • Core ideas: - Clickers increase student engagement and student satisfaction. There is mixed evidence on the impact of SRS on attainment. - There are very few contributions on the impact of SRS on student confidence and self-assessment skills. - SRS (especially clickers) are not a cutting-edge technology but some of their potential remains unexploited: technology for the sake of it? (Nielsen et. al., RLT, 2013) which questions should we ask to our students? what to do with the data that we collect? 14
- 15. The BIG IDEA • Need: Enhance student ASE • Problems: How can we measure ASE far away from the classroom? (Is there an alternative to ASE questionnaires?) How can we respond to findings? How can we do it promptly? How can we address large classrooms (different needs)? • Solutions: Exploit the potential of SRS technology Produce meaningful learning analytics Use the results to provide feedback and inform practice. 15
- 16. According to my experience/practice, I believe that issues related with student confidence and self-efficacy significantly affect the student experience (attainment/engagement/satisfaction/wellbeing) A. Strongly agree B. Agree C. No firm opinion D. Disagree E. Strongly disagree 16 Strongly agree Agree No firm opinion Disagree Strongly disagree 3% 27% 20% 27% 23%
- 17. In your opinion/experience, which of the following dimensions is the most affected by students’ academic self-efficacy beliefs? A. Attainment B. Engagement C. Satisfaction D. Well-being E. Other (or none in particular) 17 Attainment Engagement Well-being Satisfaction Other (or none in particular) 17% 30% 33% 17% 3%
- 18. In which of the following academic situations high ASE beliefs can really make the difference in your experience/opinion? A. Attending a lecture B. Participating to a practice seminar/workshop C. Completing an assignment Studying independently D. Sitting for an exam E. Seeking academic support (within school or support units) 30% Sitting for an exam Seeking academic suppor... 18 20% Attending a lecture Participating to a practic... Completing an assignmen... 10% 40% 0%