Departmental Research Projects 2008-09

Prof Andrew Baldwin, Department of Civil and Building Engineering, Loughborough University

Elizabeth Gadd, Library Engineering Team, Pilkington Library, Loughborough University

All Built Environment students are required to search for information as part of their undergraduate studies. Despite the fact that guidance to students on literature searches includes information on both traditional and electronic sources, it has been estimated that 89% of college students use search engines to begin an information search.

Despite the availability of sophisticated tools, students’ literature reviews seldom meet the expectations of their supervisors. Literature reviews are frequently criticised by researchers for their poor quality; lack of a range of sources, lack of depth; and insufficient analysis of the information located. Poor citation remains an ongoing problem. This has led to accusations that students engaged in information searches are used to ‘grazing’ rather than ‘drilling’, ‘cutting and pasting’ rather than ‘interrogating’, and has coined the terms, ‘the Google generation’ and the ’the cut-and paste generation’. The common perception is one of a generation of young people who approach information retrieval in a new (inferior) way.

The aims of the research project are to review students’ information search strategies, particularly when undertaking literature reviews for dissertations and projects, and to design a new approach that takes account of both their existing and required search skills.

To meet these aims, the following objectives have been identified:

1. To review the all-round information search behaviour of students when seeking information for the Literature Review phase of dissertations (This will be achieved through literature review, a review of departmental records, and a survey of final year students).
2. To review the teaching and learning provided to groups of students with respect to information retrieval and literature reviews
   (This will be achieved by analysis of programme documentation and the learning outcomes for relevant subjects taught within the students’ programmes).
3. To identify the information searching behaviour of students when using electronic search engines to find information for literature reviews (Experimental research).
4. To analyse literature reviews in completed dissertations (This part of the research will examine the literature review section of the final dissertations presented by the student).
5. To develop and test a new teaching method to assist students in their information search for coursework and dissertations (Experimental research).
   

Nick Croft, Department of Planning and Architecture, University of the West of England

Web-based distance learning (DL) is becoming an increasingly popular way to study and delivering courses via the internet has likewise grown in prevalence. However, this popularity belies the difficulties associated with designing, delivering, studying on and monitoring such courses. Preparing quality material and providing a quality learning experience are key challenges (Connolly, 2005). It is the latter aspect that this research project seeks to address, particularly in respect of student isolation.

Recent research by The Higher Education Academy (2008) found that 22% of DL students mentioned 'the risk of feeling isolated' as a challenge, and Dickey (2004) notes that students’ comments on DL courses ‘typically’ included ‘feelings of isolation and alienation’. Isolation can take many forms: time (concurrent study); space (geographic dispersal); profession (wider expertise); information and communications technology [ICT] knowledge (techno-fear); culture; intellectual ability (student diversity militates against a ‘one-size fits all’ approach); and subject (whether anyone else is undertaking the same topic). However, to counter this, students should also have the right to learn in silence when desired (Gulati 2008).

The innovative MA Spatial Planning programme at UWE consists of a series of topics which are studied entirely on-line and at a distance. This can be either independently as part of continuing professional development (CPD) or as linked units leading to a Master’s degree. Students register whenever it suits their personal circumstances and thereafter study at their own pace. This allows maximum flexibility for those studying alongside work/family commitments. Consequently, there is no readily identifiable cohort and one student commented via e-mail (18th March 2008) that, ‘this is an odd thing about a distance learning course, there are no casual chats with the lecturers or other students in the corridor etc as during a normal university course.’ She followed this by asking whether there was an ‘e-mail group of other students’, with whom she could form a cohort.

Students’ learning experience on the MA Spatial Planning would be greatly enhanced if further investigation was undertaken into this pedagogic problem, potentially leading to the establishment of an effective learning community building strategy. Although the issue of DL student ‘isolation’ is a matter that is raised by many writers, there is limited research on the issue. In particular, there appears to be very little in respect of the experience of professionals undertaking smaller blocks of learning as part of CPD, separately from a cohort. This research project seeks to address this niche.