Students as Producers: The Postgraduate Teaching Assistant Pilot Project

Ann Foley Finnan, Claire Louise Gibbs, Marion Waite, Jan Davison-Fischer

Abstract


This paper reports on a pilot project in which two postgraduate students were supported to function in the role of teaching assistants (TAs) as part of their learning experience. The project embraced the notion of students as producers rather than consumers. Using a reflective approach, this case study was jointly written by TAs and their teaching staff. It incorporates feedback from other students collected through an anonymous module feedback survey, which was analysed by attribution to themes. The role of TAs benefitted others students, staff, and the TAs; the project is a strong affirmation of the principle of treating students as producers. The impact of the role on both the students undertaking the TA role and the tutors was profound, and student experience was enhanced as a result. TAs can assist in bridging student-teacher communication gaps and support students learning through sharing their knowledge by creating resources. This article is written from the perspectives of both the TAs and the tutors.


Keywords


student producer; teaching assistant; postgraduate education; reflection; curriculum delivery

Full Text:

PDF

References


Anderson, T. (2003) Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction. The International Review Of Research In Open And Distance Learning, 4(2). Available at: http://www.irrodl.org/index.php/irrodl/article/view/149/230 (Accessed: 15 September 2014).

Briggs, S. (2013) 50 Reasons Why Online Learning Deserves Respect. InformED. Available at: http://www.opencolleges.edu.au/informed/features/50-reasons-online-learning-deserves-respect/ [Accessed 4 August 2014].

Jameson, J. Jones, M. and Strudwich, K. (2012) Browne, employability and the rhetoric of choice: student as producer and the sustainability of HE. Enhancing Learning in the Social Sciences. 4(3). Available at: http://journals.heacademy.ac.uk/doi/abs/10.11120/elss.2012.04030006 (Accessed: 15 September 2014).

JISC (2009). Effective Practice in a Digital Age, JISC. UK.

Kenny, R., (1998) Reinventing Undergraduate Education: A Blueprint for America’s Research Universities., Stony Brook University: the Boyer Commission on Educating Undergraduates in the Research University. Available at: http://www.niu.edu/engagedlearning/research/pdfs/Boyer_Report.pdf. (Accessed: 12 September 2015).

Miyazoe, T. & Anderson, T. (2013) Interaction Equivalency in an OER, MOOCS and Informal Learning Era. Journal of Interactive Media in Education. Available at: http://jime.open.ac.uk/jime/article/view/2013-09 (Accessed: 16 October 2013).

Neary, M. and Winn, J. (2009) The Student as Producer: reinventing the student experience in higher education. In: The future of higher education: policy, pedagogy and the student experience. Continuum, London.

Oxford Brookes University (2014) Strategy For Enhancing The Student Experience 2 (2015-2020). Oxford. Oxford Brookes University. Available at: https://www.brookes.ac.uk/services/ocsld/sese/sese2_2015-20.pdf (Accessed: 5 October 2014).

Roper, A. R. (2007). ‘How students develop online learning skills.’ EDUCAUSE Quarterly Magazine. Available at:

https://net.educause.edu/ir/library/pdf/EQM07110.pdf (Accessed: 14 September 2014).

Salmon, G. (2011) E-moderating: The key to teaching and learning online (3rd ed.). New York: Routledge.

Sharpe, R. (2014) ‘What Does it Take to Learn in Next Generation Learning Spaces?’ In: Kym Fraser (Ed.) The Future of Learning and Teaching in Next Generation Learning Spaces (International Perspectives on Higher Education Research, Volume 12). Emerald Group Publishing Limited 123-146.




DOI: http://dx.doi.org/10.21100/jeipc.v1i1.183

Refbacks

  • There are currently no refbacks.