Anna Rowe

University student and lecturer perceptions of positive emotions in learning

This paper presents results of an investigation exploring the experience and functionality of positive feelings and emotions in learning and teaching. The role of emotions in learning is receiving increasing attention; however, few studies have researched how university students and academics experience and perceive positive emotions. A prototype approach to emotion measurement is used to analyse interview data of students and lecturers at an Australian university. Themes associated with five positive emotions are explored and student and lecturer views compared.

The power dynamics and politics of survey design: measuring workload associated with teaching, administering and supporting work-integrated learning courses

Work-integrated learning (WIL) courses can be more time consuming and resource intensive to design, teach, administer and support than classroom-based courses, as they generally require different curricula and pedagogical approaches as well as additional administrative and pastoral responsibilities. Workload and resourcing issues are reported as key challenges to the implementation of WIL, but most of the evidence to date is anecdotal. Accurately quantifying workload associated with WIL is difficult, because teaching and administrative roles can be so interconnected. To address this gap in the literature and inform institutional practice, a study was initiated at an Australian university to collect empirical data on the type and amount of work involved in delivering WIL courses. This paper describes the process of survey development, including literature review, extensive consultation phase and pilot study, all of which had to take account of the inherent power dynamics, politics and sensitivities around measuring staff workload.

Feelings About Feedback: The Role of Emotions in Assessment for Learning

Feedback is a key element of quality teaching, which both evaluates and supports student learning. The role of emotions in assessment and feedback is less well understood than cognitive and motivational components. However, emotion is just as important – a student’s willingness to engage with feedback is determined in part by its’ emotional impact. This chapter provides an overview of key developments in the area of university students’ emotions pertaining to feedback drawing on recent research from social psychology and education. Given that emotions and feedback are an under-explored area of research, the question of how understanding emotions can contribute to the scaling up of assessment for learning is problematised. Potential strategies for learners, teachers and faculty-student partnerships are discussed. Depth and sustainability are presently the most relevant dimensions of scaling up for emotions, assessment and feedback due in part to the psychological processes underpinning the self-management skills needed to regulate emotions.

Exploring Critical Success Factors for Effective Collaborative Relationships

Building capacity for mutually beneficial and responsive partnering is prominent in scholarly and public discourses on university-community engagement, with particular emphasis on ‘how’ to manage and sustain key stakeholder relationships as a fundamental cornerstone of partnership development. Genuine community engagement promotes the development of relationships founded on a collective, flexible approach that acknowledges interdependence, rather than dependence (Butcher J, Egan LA, Ralph K, Australas J Commun Engage 2(3):106–112, 2008; Sinclair, Asia Pac Public Relat J 12(1):1–20, 2011). As with PACE at Macquarie University, this involves designing and developing processes in collaborative and inclusive ways that elicit buy-in and create feelings of ownership by stakeholders. In seeking to understand critical success factors for improving and sustaining relationships as core to partnering with PACE, this chapter presents findings of three research studies conducted into the implementation and outcomes of the PACE program. Results of these studies centred on core elements of the program: communication and collaboration; roles and responsibilities; expectations and contributions.

Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective

The role of emotions in adult learning and achievement has received increasing attention in recent years. However, much of the emphasis has been on test anxiety, rather than the wider spectrum of negative emotions such as sadness, grief, boredom and anger. This paper reports findings of a qualitative study exploring the experience and functionality of negative emotions at university. Thirty-six academic staff and students from an Australian university were interviewed about emotional responses to a range of learning events. Data analysis was informed by a prototype approach to emotion research. Four categories of discrete negative emotions (anger, sadness, fear, boredom) were considered by teachers and students to be especially salient in learning, with self-conscious emotions (guilt, embarrassment, shame) mentioned by more students than staff. While negative emotions were frequently viewed as detrimental to motivation, performance and learning, they were also construed under some circumstances as beneficial. The findings are discussed in relation to the value of social functional approaches for a better understanding of the diverse roles of negative emotions in learning and achievement.

Transformational Learning – Possibilities, Theories, Questions and Challenges

Developing “a culture of transformative learning” is the first of seven strategic priorities of Macquarie University (2013, p. 12). Through PACE and other education programs the university has set out to “develop and lead teaching models that promote enquiry driven learning, and prepare students for productive professional and civic lives” (p. 12). This vision of learning and teaching has implications for: the way the university views itself, relationships between academics and students, and relationships between the university and surrounding community. In this chapter we explore transformative learning in PACE and consider theoretical perspectives on transformative learning, pedagogical approaches, teaching practices, possibilities, challenges and questions.

Assessment Strategies for New Learning

Assessment of student learning in PACE is a difficult and complex endeavor if it is to be done well. The new kinds of learning that result from PACE are not assessed easily or in a straightforward way due largely to the unique practical and pedagogical challenges presented by learning through participation. This chapter explores these challenges, and highlights some of the creative and innovative approaches used by academics. Nonetheless, as discussed in the chapter, there are still open questions about what can and should be assessed. In order to find the most effective methods, It is also necessary that we allow space and support for experimentation by academics.