1 / 9

Enhancing Student Engagement through the Mexican Hat Approach in Maritime Studies

The Mexican Hat Approach (MHA) is a learning intervention aimed at identifying student engagement levels at the Paul Wright School of Maritime & Coastal Studies. This method includes activity-based sessions and emphasizes "learning conversations" for improved participation. Findings indicate increased attendance, variable engagement, and positive feedback on summative assessments. Future work involves linking assessment grades to self-assessment and enhancing the learning experience by improving conversation facilitation. Overall, the MHA has demonstrated benefits but also highlights barriers to independent learning.

brandon-rice
Télécharger la présentation

Enhancing Student Engagement through the Mexican Hat Approach in Maritime Studies

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Did the ‘Hat’ Fit ? Paul Wright School of Maritime & Coastal Studies Faculty of Technology Southampton Institute

  2. Not participating or achieving 3 2 Participating, but not yet achieving 1 Participating and achieving What is the ‘Mexican Hat Approach’ (MHA)? • Learning intervention designed to identify students levels of engagement and participation (Robinson & Udall, 2004) • Requires a ‘recording process’ • Development of model focussed upon ‘learning conversations’

  3. What does a MHA class look like? Unit Outcomes Session Outcomes Learning Context Preparation Artefact Self Assessment Reflection and Conversation

  4. What does a MHA class look like? Unit Outcomes Session Outcomes Learning Context Preparation Artefact Self Assessment Reflection and Conversation

  5. Findings: General Information • Attendance increased from last year (ran at 90% for the majority of weeks) • Evidence of preparation • Engagement, i.e. making ‘meaning’ from the information, was visible, but variable • Some student dissatisfaction with workload • Clear sense that activities helped with summative assessment

  6. Findings: Learning Perceptions • Tested perceptions of clear goals, expectations and standards • Hypothesised relationship to ‘deep learning’ (Prosser & Trigwell, 1999) • Tested activity-based sessions with different tutors, and the same tutor delivering AB sessions and lectures • Statistically significant difference between contexts, with AB sessions giving more positive results • Statistically insignificant difference between tutors

  7. Findings: Focus Groups

  8. Future Work • Relating summative assessment grades with self assessment scores • Improving the learning experience: • Class reporter • Six Week Synthesis • Removing the link between ‘doing’ task and demonstrating outcome • Improve conversation and facilitation • Investigating issues of ‘power’ and their impact upon independent learning

  9. Conclusion • MHA process has shown benefits • It helps less with Level 3 students • Sessions that are based around activities and outcomes appear to improve engagement • It’s not who, it’s HOW • There are still barriers to independent learning

More Related