1. 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

2. 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

3. 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

4. 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

5. 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

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

7. 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 –

8. 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

9. 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

10. 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

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

12. 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,