Student interaction, academic anxiety and belonging: video project

Authors

  • Louise Frith University of York

DOI:

https://doi.org/10.47408/jldhe.vi29.1077

Keywords:

academic anxiety, participation, interaction belonging, chinese postgraduate students

Abstract

This resource showcase session will demonstrate the output from a research project which was presented at ALDinHE conference online last year. The research looked at the experience of Chinese postgraduate students in three areas: student participation, academic anxiety and belonging. The session will briefly outline our project and how we worked with the students to produce the videos.

 

The project used a strengths-based approach (Rapp, Saleebey and Sullivan, 2005) whereby students shared their own strengths and resources to create a successful outcome. The only input from staff was to book rooms and source equipment. The students met and worked on the videos themselves, making editorial decisions and doing all the production. At the end of the summer, three videos were produced which focused on the three research themes.

 

During the session I will play the videos and get feedback from participants on how to work collaboratively with students and on the use of the videos with international students to support their transition into UK HE.

 

Author Biography

Louise Frith, University of York

Louise Frith is a Departmental Academic and Communication Skills Tutor, School of Politics, University of York. She is the author of three books: Mindfulness and Wellbeing for Student Learning 2023; Professional Writing Skills for Social Workers, 2021; and The Students’ Guide to Peer Mentoring, 2017. She is currently working on a project to find out more about students’ use of translation technology in the classroom

References

Arruabarrena, R., Sánchez, A., Usandizaga, I., & Toribio, M. (2017). Student-generated videos as a learning tool at university studies: some experiences. EDULEARN17 proceedings (9th annual international conference on education and new learning technologies), Barcelona, (pp. 3022–3031). https://doi.org/10.21125/edulearn.2017.1633.

Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2021). Video Improves Learning in Higher Education: A Systematic Review. Review of Educational Research, 91(2), 204–236. https://doi.org/10.3102/0034654321990713.

Prodgers, L., Travis, E. & Pownall, M. (2023). “It’s hard to feel a part of something when you’ve never met people”: defining “learning community” in an online era. High Educ 85, pp. 1219–1234. https://doi.org/10.1007/s10734-022-00886-w.

Rapp, C., Saleebey, D. and Sullivan, W. (2005). ‘The Future of Strengths-Based Social Work’, Advances in Social Work, 6, pp. 79–90.

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Published

31-10-2023

How to Cite

Frith, L. (2023) “Student interaction, academic anxiety and belonging: video project”, Journal of Learning Development in Higher Education, (29). doi: 10.47408/jldhe.vi29.1077.

Issue

No. 29 (2023): Special Edition, ALDinHE Conference Collaborative Proceedings

Section

Conference Proceedings

License

Copyright (c) 2023 Journal of Learning Development in Higher Education

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