1. Learning by doing: The reciprocal relationship of students as participators in research Sebastian Stevens, Anne Bentley, Julie Swain, David Sibley and Grace Anderson

2. Introduction Overview of the SHINE project Student Focus Group activity as part of the SHINE Project Theoretical underpinnings of students learning through participation in academic research Student and staff feedback Conclusion and recommendations

3. 15,000+ students studying ‘off campus’ 20 partner institutions 24/7, edgeless campus, student experience Plymouth University Digital Strategy 2012- 2020 Academic Partnerships Digital Strategy 2012- 2020 Teaching, Learning & Student Experience Strategy 2013-2020

5. Research and Teaching: HE in FE “We want all students to access the benefits exposure to teaching informed by research can bring…we believe an understanding of the research process – asking the right questions the right way; conducting experiments; and collating and evaluating information – must be a key part of any undergraduate curriculum (Bill Rammell, UK Minister for Education, 2006, 3). ‘All undergraduate students in all higher education institutions should experience learning through and about research’ (Healy and Jenkins 2008: 1) Research Based Curriculum emphasises students Undertaking inquiry based learning Research Tutored Curriculum emphasises learning focused on students writing and discussing papers and essays Research Oriented Curriculum emphasises teaching processes of knowledge construction in the subject Research led Curriculum is structured around teaching subject content Students as Participators Students as Audience Emphasis on Research Processes and Problems Emphasis on Research Content Research-Teaching Nexus Healey (2005 )

6. Practical vs. Theoretical Learning of Research Methods ‘Practical experience is essential to the learning of research methods…and this experience should be as ‘real’ as possible’ (Winn 1995: 204) Classroom based teaching can teach students skills in: Data collection Sampling Data analysis Presentation of findings However it cannot substitute practical experience in two important ways

7. The Focus Group Activity The Focus Group activity ran as follows: Introduction and aims of the session 1 Hour Focus Group interview facilitated by the researcher (audio recorded) 30 Minute reflection on the practical and methodological benefits and limitations of Focus Group Interviews, as well as qualitative data collection more widely Lunch provided by the project

8. Focus Group Activity The Focus Group itself drew upon Kolb’s (1984) learning cycle to underpin the activity. Take part in a 1 Hour Focus Group Interview 30 Minutes reflection on the Focus Group Methodology led by Lecturer and Researcher Apply what has been learnt to students independent research project Conclude, learn and theorise from experience with peers and lecturer back at the college Brief theoretical input from in class activities Concrete Experience Abstract Conceptualisation Active Experimentatio n Reflective Observation Use Focus Groups as a Method for independent research project Reflect on experience of utilising this research method Apply new knowledge of the method to future research experience in academia or employment Conclude the effectiveness of using the method and the limitations of it Theoretical and Practical Knowledge Concrete Experience Abstract Conceptualisation Active Experimentatio n Reflective Observation

9. Theoretical Underpinnings Transformative learning theory Murray (2009) Peer Support Constructive Alignment (Biggs and Tang: 2007) Schon (1983) Reflective Practitioner

10. Student Feedback % Taking part in the Focus Group at Plymouth made me feel more integrated with Plymouth University (N= 6) Taking part in ‘real’ research positively impacted on my ability to conduct research projects on my HE programme (N= 7) Students at Partnership colleges should be invited to take part in more academic research at Plymouth University (N= 6) Taking part in academic research projects is valuable for my learning (N= 7) Strongly Agree 16.714.333.342.9 Agree50.057.166.757.1 Disagree33.314.30.0 Strongly Disagree 0.014.30.0 Total100.0 Table 1. Student Feedback Questionnaire Results

11. Student Feedback Students also provided the research team with some valuable qualitative feedback comments When asked about students learnt through taking part in the Focus Group activity, students commented: ‘It gave us practical knowledge and experience [about Focus Groups]’ ‘Understanding the advantages and disadvantages of Focus Groups’ ‘The benefit of having small Focus Groups’ One student also commented: ‘I personally thought the Focus Group was useful and really beneficial to aiding my personal development’

12. Staff Feedback Positive learning experience for the students Knowledge creation vs. Value Creation Flipping theory and practice

13. Conclusion The majority of partner college students involved in the Focus Group felt more integrated within the university after taking part in the research The Focus Group provided the research team with rich and meaningful research data as part of the SHINE project Students overwhelmingly felt that taking part in academic research is valuable for their learning and that taking part in ‘real’ research positively impacted on their ability to conduct research on their own HE programme

14. Recommendations Students should be provided with opportunities to be involved in research as part of their HE programme regardless of their programme or study location (Healey and Jenkins:2008), and this experience should be as ‘real’ as possible (Winn: 1995). Where possible, embedding a learning activity alongside data collection for academic research involving students could encourage gatekeepers to provide researchers access to student populations, make the experience more valuable for the student participators, and potentially have a positive impact on the quality of the research data. This process should be inclusive of the student population at Plymouth University and involve partnership college students alongside campus based students.

15. References Biggs, J. & Tang, C. (2007) Teaching for quality learning at university: what the student does. 3 rd edn. Berkshire: Open University Press. Healey, M. (2005) Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning. In: Barnett, R. (Ed.) Reshaping the university: new relationships between research, scholarship and teaching. Maidenhead: McGraw-Hill/Open University Press, pp. 30–42. Healey, M & Jenkins, A. (2008) UC Magazine October, 17-19 (Magazine of University College Union) Healey, M, Jenkins, A & Lea, J. (2014) Developing research-based curricula in college-based higher education. Higher Education Academy Kolb, D. (1984) Experiential learning. New York: Prentice Hall Murray, J. (2009) The value of learning groups to the 1 st year undergraduate experience for students of early childhood. Worcester Journal of Teaching and Learning, (1): pp.1-13 Schon, D. (1983) The reflective practitioner: How professionals think in practice. Aldershot, England: Ashgate Winn, S. (1995) 'Learning by doing: Teaching research methods through student participation in a commissioned research project'. Studies in Higher Education, 20 (2). pp 203-214