‘Learning so much…’: exploring the student perspective on the impact of attending optional LD workshops

Abstract

Lack of confidence, in particular with regards to writing, study and information literacy skills (Bailey et al., 2007) has been identified as a key barrier to students’ transition, and subsequent attainment, in higher education. This is particularly relevant for students with ‘marginal learner identities’ (McIntosh and Barden, 2019, p.4), such as those with disabilities, or from minority ethnic and/or socioeconomically disadvantaged backgrounds. Learning Development (LD) professionals are often engaged in supporting learners to negotiate such barriers, with one of the most common interventions being self-selecting, small to medium-size group workshops.

This presentation explored the student perspective on the impact of attending a programme of co-curricular workshops at a UK university with a significant intake of students whose learner identities may be categorised as ‘marginal’. Whilst the core topics of the programme fall within the more established domains of LD (Gibbs, 2009), several workshops also cover related disciplinary areas (Samuels, 2013), such as information literacy and Maths and Statistics. The presentation relied on quantitative and qualitative feedback data collected via an online survey, emailed to all participants who registered for a workshop. Key impacts identified include enhanced understanding of skill or topic, improved confidence, and benefiting from a supportive environment. Main barriers to learning refer to challenges in accessing the sessions, timing in relation to student journey and approaches to delivery.

Throughout the presentation, participants were invited to compare and contrast these findings to potential insights gathered in their own contexts. They were also encouraged to reflect on how these data can be used to more clearly articulate the role of LD within institutional teaching and learning strategies.