An action research study of LLM distance learning students Redesigning curriculum to provide a holistic understanding of discrimination employment law An action research study of LLM distance learning students Angela Macfarlane Senior Lecturer in Law Northumbria University

This Paper Report on the findings of: Small action research case study Current distance learning LLM students – a snapshot in time – module in first year Managing equality and diversity in an employment context 3 strands – curriculum/assessment/student inquirer

The Research Limitations – small size Ethics – Informed consent Conducted by Module Tutor and Programme Leader Current students Voluntary - no obligation Informed consent Small size – beneficial – prog leader and module tutor – relationship – knowledge Topic specific – generally juggling employment and family life

Why this research? Change in the landscape of students – more distance learners from a variety of backgrounds “distance learner students come from heterogeneous pool of ages, backgrounds and abilities and they require choice in how they learn.” (Todd 2007) Distance learning students – are they missing out on a deeper style of learning? Investigate the validity of perceptions Challenge the perceptions Reflect on findings for continual improvement

Focus of the Research Curriculum Student Inquirer Assessment All interwoven – as Biggs says Student inquirer – more likely if individual learning styles are respected and self-directed learning is encouraged. Biggs says – moving from surface to deep approach

How it was done - methodology ACTION RESEARCH Focus group on the study day Questionnaires Telephone discussions

Why action research? Participative Qualitative (quantitative data) Reflective Critical reflection Challenges assumptions Cyclical and collaborative – theory & practice (Norton 2009) Cyclical and collaborative - so best placed to build bridges between theory and practice Norton 2009 Investigate the validity – this is the perceived problem as action research Observe – use the existing curriculum and learning outcomes but design the assessment Reflect –

Questionnaire design To promote discussion – qualitative + quantitative data 3 questions on the student experience Motivation to embark on the Programme Prior experience Reflection – at specific points in time – fortune line Motivation very important Prior experience – sufficiently challenging

Conceptual Development Curriculum & Assessment Design Influences on learning – (Entwistle 2009) Promotion of the student inquirer? Short term memory Rote learning Thinking dispositions Abilities and learning style Personality and motivation Social Conceptual Development Long term memory Meaningful Learning

Preliminary Findings 55.55% response rate External influences significant Contribution of curriculum/assessment – requires further exploration Rewards Measurement Time management All very satisfied – except one – terminally ill father. However her prose demonstrated her increased knowledge of the topic and a confidence and also the value of the topic. No real dips – except a midway lull reported by 2 students. Assessment release did not appear to have any huge impact

Reflect Curriculum Assessment Student Inquirer Conceptual development External Priorities and Influences Motivation and Rewards Module topic specific Time management

References Todd, P.A. (2007) ‘Experience(s) in creating distance learning texts’ Bioscience Education, Vol 10 Norton, S.L. (2009) Action Research in Teaching & Learning A practical guide to conducting pedagogical research in universities. Oxon: Routledge. Entwistle, N. (2009) Teaching for Understanding at University. Deep Approaches and Distinctive Ways of Thinking. Basingstoke and New York: Palgrave Macmillan. Dunn L et al (2005) The Student Assessment. London and New York: RoutledgeFalmer Taylor & Francis Group Biggs.J. (2003) Teaching for quality learning at university., 2nd ed. Maidenhead, SRHE & Open University Press,