‘We have learning objectives, not enjoyment objectives': the role of enjoyment in Life Sciences teaching and learning
DOI:
https://doi.org/10.47408/jldhe.vi35.1318Keywords:
enjoyment, emotion in higher education, relational pedagogy, flowAbstract
Positive emotions such as enjoyment are often overlooked in higher education (HE) despite being important and prioritised in school-level policy. Enjoyment has been reported to have a positive impact on multiple aspects of learning – it can facilitate deep-learning strategies, boost confidence and encourage long-term interest. Many educators recognise the value of positive emotions in everyday life and for wellbeing. In addition, staff enjoyment of teaching is often overlooked in favour of a student-only perspective that may limit a holistic understanding of emotion in HE, given strong links between staff and student emotion and empathy. In the current HE climate, where students face huge pressure to achieve, and staff workloads are increasing, a focus on enjoyment could bring substantial benefits.
This study provides a STEM-specific context and focuses on staff and student enjoyment of teaching and learning at a research-intensive university. Through interviews with teaching staff and Life Sciences students, this study explores what contributes to staff and student enjoyment of teaching and learning. Commonalities between staff and student enjoyment were identified and include the importance of relational pedagogy and positive relationships, as well as the freedom to be creative and explore a subject. Both themes have implications for learning development and teaching practice, including more intentional design of groupwork and small group teaching, and level of choice around topics and pedagogic approaches within programmes. Recommendations from this study include working towards relational and ‘emotionally literate’ pedagogy with potential implications for education practitioners and students in STEM and across HE.
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