• A calculated risk

      Pitt, Linsey (University of Wolverhampton, 2003)
    • A comparison of the nature of pre-entry assessment in FE feeder colleges with those of the first year degree programme

      Buckley, Kevan; Davies, Jenny; Bentley, Hilary (University of Wolverhampton, 2005)
      Discusses differences in the style and content of assessment of students in Further Education colleges compared with assessment during their first year undergraduate programme in the School of Computing and Information technology at the University of Wolverhampton. Differences are analysed to identify strengths and potential areas of difficulty experienced by students.
    • A computer-aided environment for construction of multiple-choice tests

      Mitkov, Ruslan; Ha, Le An; Bernardes, Jon (University of Wolverhampton, 2005)
      Multiple choice tests have proved to be an efficient tool for measuring students' achievement and are used on a daily basis both for assessment and diagnostics worldwide. The objective of this project was to provide and alternative to the lengthy and demanding activity of developing multiple-choice tests and propose a new Natural Language Processing (NLP) based approach to generate tests from instructional texts (textbooks, encyclopaedias). Work on the pilot project has shown that the semi-automatic procedure is up to 3.8 times quicker than a completely manual one.
    • A critical process: developing skills in conducting a critical review of the literature.

      Mason, Andrea (University of Wolverhampton, 2004)
      White & Taylor (2002) suggest that for many years, the United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC), has sought to promote the development of research knowledge and skills in Registered nurses. One aspect of this is the critical review of published literature. This can be viewed as an activity which spans across both undergraduate and post graduate work (Morris & Maynard 2000). It has also been suggested that such skills are necessary attributes of independent learning (Patterson et al., 2002). However, there is a view that constructing a critical review of published literature is challenging and that it can present difficulties for students (Carnwell & Daly 2001). This view supports expert opinion within the School of Health, where academics have identified that student nurses appear to experience difficulties in some or all of the stages of the process of critically reviewing published literature. The aim of the project was to develop an online study package for student nurses and midwives, aimed at developing skills in conducting a critical review of literature. The outcome of the project is the development of an interactive topic within the university virtual learning environment, Wolverhampton On-line Learning Framework (WOLF) which focuses on the stages of conducting a critical review of published articles.
    • A Virtual "Hello" for the Harrison Learning Centre - A Web-Based Orientation Concept

      Hammerton, Matthew; Granger, Joss (University of Wolverhampton, 2005)
      Discusses a collaborative project involving academics, IT staff and Librarians to create a Web-Based 3D Virtual tour guide for the Harrison Learning Centre at the University of Wolverhampton.
    • Accessibility and adaptive technology

      Musgrove, Nick; Salter, Pam (University of Wolverhampton, 2002)
      Experience gained during an earlier project (Musgrove, Homfray & Addison, 2001) supported the premise that providing appropriate specialist hardware systems and adjusting software interfaces could improve accessibility to Information and communications Technology(ICT) and consequently to Technology Supported Learning (TSL) supported modules for certain additional needs students. School of Applied Sciences (SAS) and School of Art and Design (SAD) already have a large constituency of additional needs students which has a potential to increase through normal recruitment as well as through School or University initiatives (e.g. Flexible Access Projects and Widening Participation) and transfer from linked F.E. colleges and other institutions. The project aims to enhance learner support by implementing such specialist resources, infrastructure, training and support, as will enable additional needs students to fully exploit the increasing use of software, TSL and on-line facilities. The project is supported by the broad experience of the team; two members have specific ICT skills as well as specialist subject skills and are involved in SAS TSL developments and the third has considerable experience in supporting additional needs students.
    • Alternative strategies for the development of mathematical thinking amongst undergraduate business studies students within the context of Operations Management

      Hockings, Christine (University of Wolverhampton, 2001)
      Author suggests alternative strategies for the development of mathematical thinking amongst undergraduate business studies students and describes attempts to initiate this and other changes within the context of an undergraduate operations management module and evaluates the effects of the changes on students’ mathematical thinking.
    • An 'Individual Learning Profile' (ILP)

      Salter, Pam; Peacock, Diane (University of Wolverhampton, 2001)
      A short diagnostic learning support questionnaire was designed and issued to ascertain individual and generic levels of key skills of all incoming level 1 students in the School of Art and Design (SAD). This was completed at induction with the intention of providing an indication of an ‘Individual Learning Profile’ (ILP) for each student. It was anticipated that the ILP would assist both staff and students in their understanding of their strengths and weaknesses and how best they might achieve their potential. It would also indicate at the earliest opportunity the need to implement support for study. Recent emphasis upon widening access into Higher Education (HE) has highlighted variations in student profiles. The very terms non-standard entry, mature, returner, disadvantaged, precede the notion of concealed social and educational inequality. Primary concerns centre upon lack of IT skills and the number of students with dyslexic difficulties in the School. Early identification of students requiring and/or requesting help, and those ‘at risk’, is expected to be ‘cost-effective’ for all concerned. The ILP is intended to underpin the goal of achieving true equal opportunity for learning, in addition to maximising student retention and achievement across the School. Initial research into the development of the Individual Learning Profiles (ILP’s) centred upon the need for a brief overview from each student rather that detailed information, which, if necessary, could be extended later during individual counselling. Reference to previous models of good practice included the work undertaken in other UK HE Institutions, in particular that of De Montfort University (DMU) who were contacted (June 2000) in relation to their HEFCE funded work on a national Key Skills survey of entrants.
    • An evaluation of deep learning achieved by students studying environmental science modules using the Wolverhampton Online Learning Framework (WOLF)

      Simkins, Andrew; Roberts, Clive L. (University of Wolverhampton, 2003)
      The Division of Environmental and Analytical Sciences uses the Wolverhampton Online Learning Framework (WOLF) for part of its module delivery programme at all 3 levels within all Awards. This initiative followed from the mission statement that the University of Wolverhampton is committed to broadening access to the widest range of students capable of succeeding in higher education. It is however difficult to assess the level of success achieved by WOLF-based modules in terms of the student’s true understanding of module concepts, although end-of-module evaluation forms completed by students have allowed some feedback on satisfaction of the way in which modules use WOLF. There has been limited information available on specific learning and teaching issues that might help guide the style of module delivery using the WOLF system. Indeed if WOLF-based modules are intended to be an alternative form of delivery for modules that are delivered by conventional methods, evaluations for the level of true understanding achieved by students (whatever their chosen platform for studying the module) would be very useful information to develop. The research involved canvassing the opinions of students on modules that are committed to the use of WOLF as part of the module delivery. Tracking facilities within the administrator’s role on WOLF gives feedback on the amount of time students spend on WOLF pages. However it is not possible to evaluate the level of learning or understanding that has been achieved by students from tracking statistics alone. There are therefore 3 main aims for this research: 1. To evaluate the level of deep learning achieved by students studying environmental science students who have accessed the modules via WOLF. 2. To study the quality and style of approaches to learning adopted by students that have accessed modules through WOLF. 3. To assess the effectiveness of module delivery by utilising WOLF.
    • An evaluation of the educational effectiveness of fieldwork within environmental science awards at the University of Wolverhampton

      Besenyei, Lynn; Watkin, Glynne; Oliver, Ken (University of Wolverhampton, 2004)
      Fieldwork is considered to be a major component within geography, earth and environmental sciences curricula and is advocated as an effective learning environment by virtually all those who are involved in learning and teaching in these disciplines. The project undertook discipline pedagogic research to answer questions about the educational effectiveness of fieldwork.
    • An evaluation of the effectiveness of a programme aimed to develop the key skills capabilities of nursing students.

      Moran, Wendy (University of Wolverhampton, 2002)
      The University’s Learning and Teaching Strategy (UoW 2000) recognises that the development of key skills and the diagnosis of key skills are central concerns. A Key Skills Strategy has been developed by the School of Health as a central theme in the School’s draft Learning and Teaching Strategy. The key skills have been seen as a major part of the curriculum in Higher Education for some years. The emphasis upon key skills development has been underlined by the Dearing Enquiry (1997). The school has completed a 2 year research project funded by HEFCE under the Teaching and Learning Technology Programme (TLTP)3 initiative. The project sought to develop information technology (IT) and numeracy skills using technology support learning(TSL). This project identified that nursing and midwifery students had significant deficits in IT and numeracy skills. The project built upon work completed on the TLTP3 Project. A range of measures were devised to assist students in development all 6 key skills. Although there has been much work completed in order to raise the profile of key skills within the School, we have limited understanding of how students perceive the benefits of the Key Skills Strategy which has been adopted. The project collected data from a range of sources in several phases. The data was collected in relation to 197 Pre-Registration Nursing Students in year 1 of RN/Dip.H.E. (Registered Nurse Diploma Higher Education) programme. Participation notes were distributed to the students at the beginning of the project by a Project Team member, who was also a Module Leader for the Key Skills Module the students were undertaking.
    • An evaluation of the module guides and assignment briefs used in the School of Art and Design (SAD)

      Scull, Paul (University of Wolverhampton, 2001)
      At the beginning of the 1999/2000 academic year, the School of Art and Design at the University of Wolverhampton introduced all students to new module guides. The aim of this project was to evaluate the module guides and assignment briefs currently used in the School of Art and Design and to propose any modifications. In particular, the objectives were to identify key issues and constraints by means of a literature review; to identify and use methods by which relevant, reliable and unbiased information might be gathered; evaluate collected information; identify aspects of the guides and briefs which might benefit from changes as well as aspects of good practice. Although originally identified as an ‘innovation’ bid, the innovation (the introduction of new module guides and assignment briefs) had already taken place. The primary concern of this project was therefore to review the innovation.
    • An evaluation of the perceived value and effectiveness of the Continuous Professional Development Journal for postgraduate Human Resource Management Diploma students and their employers

      Maiden, Barbara (University of Wolverhampton, 2005)
      Research undertaken with groups of first and second year Postgraduate Human Resource Management Diploma students at the University of Wolverhampton Business School. As part of their assessment in the first year students are required to undertake a work based project and accompanying reflective journal in order to develop a holistic approach to using their theoretical learning in practice. In the second year they are required to continue the process of maintaining a development journal to meet professional requirements and to build on their reflective practice. A pilot study of 19 postgraduate students indicated that there was little enthusiasm or genuine engagement with the process of maintaining a learning journal and it appeared that students were missing a valuable learning opportunity.
    • An evaluation of the use of formative assessment for general management students in promoting learning of Finance and Accounting

      Lowbridge, Robin; Price, Mark (University of Wolverhampton, 2005)
      Discusses a research project to evaluate the effectiveness of formative assessment as a diagnostic and developmental tool for improving the learning experience of students studying Financial Management and Accounting at the University of Wolverhampton Business School.
    • An eye for an eye or an eye to the future

      Barrow, Paul; Watts, Adam; Coleman, Iain (University of Wolverhampton, 2005)
      BM1119 Human Physiology is a large level 1 module accessed by students on a wide variety of awards from the School of Applied Sciences and the School of Health. The diversity of the student body means that while some students come to the module familiar with the content, others do not have a string background in the material. The aim of this research project was to trial a method of running workshop sessions which maximised the accessibility of the wide range of learning resources available to this latter group of students.
    • An interactive triangle approach to student learning

      Coleman, Iain; Conde, Gillian; Barrow, Paul; Watts, Adam (University of Wolverhampton, 2005)
      Discusses the findings of a research project designed to improve student performance through innovative learning and teaching methods. The traditional format of the Human Physiology module (a core module in the Biomedical Science portfolio) comprising a weekly programme of two lectures and one tutorial was replaced by converting lectures into an on-line form and hosting them on the University's virtual learning environment (WOLF), linking these to key texts, on-line resources and computer software packages. Workshops and drop-in sessions provided additional support and an opportunity for lecturers to diagnose areas of difficulty and provide strategies for resolving them.
    • 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.
    • An investigation into the contribution of a formative assessment task as preparation for summative assessment

      Clarke, Karen; French, Jenny; Needham, Martin (University of Wolverhampton, 2005)
      Investigates the contribution of formative assessment in improving student writing and critical thinking skills.