Key Findings from Primary Research
Using the recordings from the three primary research sessions, I conducted thematic analysis (Braun & Clarke, 2012). Some clear themes as well as actions emerged from the data as follows:
Main themes:
- Communication matters more than mood-responsive teaching
- Students build confidence through reassurance from peers and tutors
- Specific and nuanced class interactions could improve engagement
Theme 1: Communication matters more than mood-responsive teaching
Codes:
- moods influenced by external factors
- need for reset to motivate class engagement
- staff need to read students’ feelings
- better communication required
The students quickly dismissed the research question, feeling doubtful that adapting the teaching to their individual moods would improve the learning experience. Student 6 said, “It’s kind of hard to base how you’re teaching when there’s so many people in the class and they’re all feeling different ways.” They said that that multiple simultaneous emotions can exist which are largely driven by external experiences, but that these should not be dwelled upon. They also looked for a distraction from their emotions and an activity to start the class on a positive note. Student 2 said, “instead of like letting the emotion get to you so bad it’s better to think of implementing activities that let you focus on another emotion that gets you ready for other activities.” The students confessed that they wanted greater understanding between teachers and students; they want lecturers to interpret how they feel so the learning can be facilitated. Student 9 said, “I think it could be based on like their understanding of the students and how they feel and if they feel understood and validated and then understanding the work is also important as well as the person’s teaching style.” I summarised this part of the conversation by saying, “maybe it’s a communication issue, rather than an emotion issue, like the emotion is part of it, but maybe it’s actually a communication tool for you to be able to say, we all feel like this,” which the students agreed with.
Theme 2: Students build confidence through reassurance from peers and tutors
Codes:
- isolation and loneliness
- reassurance needed from peers
- positive tutor attitudes motivate learning
Students feel isolated and paranoid that they know less than their peers. They want to spend more time discussing content with their peers, to get to know them better and to feel assured in their subject knowledge. Student 9 said, “I think also asking a question I think to your peers, is maybe easier than to your lecturers because you know that there’s no standard that you’re meant to be like, there’s no wrong answer with your peers because everyone is on the same level. There’s no concern about feeling stupid.” Spending a significant amount of time on a task in a small group helped to build confidence to then speak in front of the larger group. Student 4 said, “Normally a presentation like in front of the whole class would be one of my worst nightmares but, we’ve already had someone to backup what I was thinking, and like even if we weren’t necessarily right, there was two of us getting it wrong. It didn’t feel as stressful to have to stand up in front of people like it wasn’t as like nerve-wrecking.” Positivity from tutors and remembering students’ vulnerability is also helpful in building reassurance and encouraging engagement. Student 7 said, “sometimes we feel very negative. My tutor always says, ah you are a good person, maybe you can do something and in the future you will be better. And maybe that doesn’t make any difference in my life but once I hear that I will feel the energy and I will follow the lesson.” Student 9 said, “It’s kind of remembering that the majority of the people in the class are like 19-20, like people aren’t that sure of themselves.”
Theme 3: Specific and nuanced class interactions could improve engagement
Codes:
- fear of asking questions
- using Padlet to ensure anonymity
- mixing in a larger group
Students requested greater connection with lecturers and peers through facilitated communication – both human and technological. Students need some time to formulate questions and prefer the anonymity of using a tool like Padlet. Student 1 said, “I think it’s just straight after a session sometimes people can’t really articulate their thoughts that quickly, so no one really knows what to say.” Student 9 said, “I think also people feel validated if they see what they are thinking said on the board, which would just probably encourage them to be more open.” Padlet was the preferred channel for students to ask questions during the lecture, which can then be answered in the seminar. The students also enjoyed mixing with the full course cohort rather than being split into separate seminar groups, Student 4 said, “I think for me like the big the biggest change and most positive one has been mixing the groups again. I think that’s been the best, like that’s been the most helpful out of everything because like we spoke to each other like at the start of first year and we just didn’t see each other again.”
Braun, V. & Clarke, V. (2012) ‘Thematic analysis’, in : H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, K. J. Sher (eds.) APA handbook of research methods in psychology, Vol. 2: Research designs: Quantitative, qualitative, neuropsychological, and biological. APA, (pp.57-71) Available at: https://www.researchgate.net/publication/269930410_Thematic_analysis
Saunders, M., Lewis, P., and Thornhill, A. (2019) Research methods for business students. 8th Edition. Essex: Pearson Education