Using focus groups to enhance student voice: a work-in-progress exploration of student learning experiences in large classes

Authors

  • Caitlin C Finlayson University of Mary Washington

DOI:

https://doi.org/10.14234/elehe.v6i1.92

Keywords:

Focus groups, student engagement, reflective teaching

Abstract

While course evaluations are traditionally used to gauge teaching effectiveness and provide an outlet for student voice, this metric does not integrate students as collective partners in the teaching and learning process. In promoting a shared learning experience between teachers and students, this project uses a focus group approach to solicit student feedback and ideas, and disseminate the results to faculty. This paper explores the results of a qualitative pilot focus group study related to student engagement in large classes and demonstrates that a focus group approach is an effective and empowering way to prioritise student voice.

Author Biography

Caitlin C Finlayson, University of Mary Washington

Caitlin C. Finlayson is an Assistant Professor in the Department of Geography at the University of Mary Washington

References

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Published

2014-11-24

How to Cite

Finlayson, C. C. (2014). Using focus groups to enhance student voice: a work-in-progress exploration of student learning experiences in large classes. Enhancing the Learner Experience in Higher Education, 6(1), 49–52. https://doi.org/10.14234/elehe.v6i1.92

Issue

Vol. 6 No. 1 (2014)

Section

Work in progress

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