• An investigation into the concept of mind mapping and the use of mind mapping software to support and improve student academic performance.

      Holland, Brian; Holland, Lynda; Davies, Jenny (University of Wolverhampton, 2004)
      This project set out to investigate if the technique of mind mapping could be used to improve the study and planning skills of second year Digital Media students from the School of Art and Design (SAD) and first year students on the History of Computing module from the School of Computing and Information Technology (SCIT). Both sets of students were shown how mind mapping could be used to plan the different types of work that they needed to undertake for their modules. MindManager software was installed in selected computer labs and the students were given tuition on how to use the software.
    • Electronic delivery in law: what difference does it make to results?

      Migdal, Stephen; Cartwright, Martin J. (Web Journal of Current Legal Issues, 2000)
      This article details research which attempts to assess what effect electronic delivery of law modules has on actual student assessment performance. The authors reviewed the assessment results of students who had taken both conventionally and electronically delivered modules and compared and contrasted individual student performances in all the modules studied by them in a particular semester. As far as the authors' researches were able to ascertain this was a relatively unique piece of research as far as legal study is concerned. We found that weaker students (those who might ordinarily fail or scrape a bare pass) were achieving a mark some 10% higher than that achieved in the conventionally delivered modules; pushing those students into the lower second category - the assessment criteria for such classification demanding evidence of deep as opposed to surface learning. However there was little or no difference in the marks achieved by upper second quality students. The authors acknowledge that many factors affect the quality of assessment performance and that, whilst the article addresses some of the variables, any specific conclusions based on results alone are open to question. Furthermore, we accept the limitations of a small and narrow statistical sample and that therefore this can only be a survey rather than a controlled experiment. Nevertheless we believe that as part of the debate on the role of C & IT it has a useful role to play. Inevitably an article such as this trespasses on many pedagogical issues deserving debate which goes beyond the objectives of this discussion.
    • Embedding information skills training on student learning: making a difference

      Bastable, Wendy; Morris, Pamela; Cook, Eleanor; Dutton, Gill; Pieterick, Jackie; Taylor, Fiona (University of Wolverhampton, 2006)
      This embedding project builds on one that was delivered in 2001, headed by Oliver Pritchard, Dudley Learning Centre Manager, leading a research team with staff working from different Learning Centres in the University. In the 2001 project, sessions on information skills were run in three differing subject areas for second and third years and their impact on student learning was assessed using questionnaires and focus groups for students and in-depth interviews with academic staff. Findings were encouraging. Skills and experience gained within the sessions were taken on and applied within assignment work to good effect. Within this small study there is evidence of a progression in student awareness, confidence and skills and Information Skills sessions bring a longer-term, practical and tangible element to the learning experience and are a valuable part of helping students to become more effective learners.
    • Mining institutional datasets to support policy making and implementation

      Yorke, Mantz; Barnett, Greg; Evanson, Peter; Haines, Chris; Jenkins, Don; Knight, Peter; Scurry, David; Stowell, Marie; Woolf, Harvey (Routledge (Taylor & Francis), 2005)
      Datasets are often under-exploited by institutions, yet they contain evidence that is potentially of high value for planning and decision-making. This article shows how institutional data were used to determine whether the demographic background of students might have an influence on their performance: this is a matter of particular interest where participation in higher education is being widened. Analyses showed that, whilst area of domicile appeared to be related to lower performance in a few disciplinary areas, much stronger relationships were evident in respect of other demographic variables. The use of nonparametric analyses based on cutting module performances at the median, rather than using raw scores, is of methodological interest since the distribution of raw marks is influenced by the subject discipline.