Evaluating an EBL approach within Psychology tutorials Vivien Lee, Karen Lander, Martin Lea & Laura Mirams University of Manchester

Content Background to Enquiry Based Learning Past research/methodology Aims and objectives Evaluation – questionnaire design and pilot 5 evaluation factors Future work

Background to Enquiry Based Learning (EBL) EBL: Learning which is driven by a process of enquiry and owned by the student (Kahn & O’Rourke, 2004) Key features: Complex problem/scenario with range of solutions Students direct lines of enquiry and methods of research Draw on existing knowledge and identify learning requirements Facilitated by tutor but students are responsible analysing and presenting information

Past research/methodology Palmer (2002). Student-led EBL seminars. Used questionnaires, interviews and tutorials for evaluation. Hughes, Ventura & Dando (2004). Online EBL approach. Evaluated via discussion boards, interviews and reflective essays. Thomas, Clarke, Pollard & Miers (2007). Challenges faced by EBL facilitators. Utilised observations, focus groups and interviews.

Aims and objectives To develop an effective method for evaluating an EBL approach on student engagement, enjoyment and learning To pilot the evaluation method on EBL Psychology tutorials

Evaluation – questionnaire design 36 items designed to measure by self-report: –Participation: how learners engaged in learning process –EBL specific: how much learning is owned and driven by learners –Learning: what skills and knowledge learners acquired –Behaviour: how learners changed their behaviour –Teaching & resources: used by learners –Reaction: how much learners liked the programme Mix of novel items and items adapted from Kirkpatrick (1996)

Pilot study Year 1 students Evaluation based on 4 EBL tutorials 163 responses 8 factor solution – good fit with data Accounted for 54% of variance in responses

Five factors for evaluating students' experience of EBL Information handling –Improvements in searching, interpreting, analysing and communicating information Participation –Contributing questions, suggestions, shaping the tutorial content Driving self-learning –Assuming responsibility, taking charge of learning, finding information for self Use of teaching & learning resources –Feedback and support from staff and access to resources Enjoyment of teamwork

Future work Further development of evaluation questionnaire Generalising to other EBL contexts and student samples (construct validity) Predicting performance (predictive validity)

References Hughes, M., Ventura, S., & Dando, M. (2004).On-line inter- professional learning: introducing constructivism through enquiry-based learning and peer review. Journal of Interprofessional Care. 18(3), Kahn, P & O’Rourke, K. (2004). Guide to Curriculum Design: Enquiry-Based Learning. University of Manchester. Kirkpatrick, D. (1996). Great ideas revisited. Training and Development. 50(1), Palmer, S. (2002). Enquiry-based learning can maximise a student’s potential. Psychology Teaching and Learning 2(2), Thomas, J., Clarke, B., Pollard, K., & Miers, M. (2007). Facilitating interprofessional enquiry-based learning: Dilemmas and strategies. Journal of Interprofessional Care. 21(4),

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