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CHAPTER SEVEN: REFLECTION ON TEACHING AND LEARNING
7.1 In this section of the second round of interviews, learners were asked to reflect on their programme as a whole in relation to all the aspects of learning that the earlier results from the first round of interviews had identified as contributing to a good learning experience from the learners' perspective. This overall reflection was then analysed separately for FE and non FE settings to see if the factors contributing to this overall experience differed.
7.2 The first group of factors were those that contribute to a positive learning environment. These comprise the timing and location of the course, the cost, the facilities (crèche transport, café, rooms) and the learning resources that were available. The responses in FE settings are shown first in chart 7.1 and then the responses in non- FE settings are shown in chart 7.2. As can be seen, learners were very positive about all aspects of their learning environment but there were significant differences between the two settings in terms of cost with 93% of non- FE learners saying it was great compared with 82% of FE learners. There were also significant differences (5% level) in terms of pace with 78% of non- FE learners reporting that it was great compared with 67% of FE learners. This is probably because community-based provision is more likely to be free and because there is less flexibility in the pace of the teaching in FE settings. On the other hand, learners were more positive about the timing and location of the provision in FE settings although these differences were not significant.
Chart 7.1: Learning Environment - FE
Chart 7.2: Learning Environment - non- FE
7.3 The next group of factors were those that contributed to a good experience of teaching and learning. These factors were what was learnt and the way it was learnt, the tutor, the pace of the learning and the number of hours of tuition available each week. As can be seen from charts 7.3 and 7.4 below, learners in FE settings were less positive about their tutor (considered great by 74% in FE and 87% in non- FE) how they learnt (considered great by 65% in FE and 80% in non- FE) and what they learnt (considered great by 69% in FE and 76% in non- FE).
Chart 7.3: Experience of Teaching and Learning - FE
Chart 7.4: Experience of Teaching and Learning - non- FE
7.4 The final set of factors was to do with the social nature of the learning and so learners were asked about the other students and the social opportunities to meet other people. There were no significant differences between the settings in these areas as can be seen from chart 7.5.
Chart 7.5: Social Environment - FE/non- FE
7.5 In general then learners were overwhelmingly positive about all these aspects of their experience in both settings but all the areas where learners reported that their experience was not so good were investigated further. There were 3 areas where learners identified a higher dissatisfaction rate and these were all in the FE setting. The areas were what had been learnt (13% dissatisfaction in FE, 4% in non- FE), how it had been learnt (13% dissatisfaction in FE, 5% in non- FE), and the pace of learning (13% dissatisfaction in FE, 5% in non- FE). Speculatively, this could be because individual learners had less control over these areas because they were following specific curricula and this meant that the learning outcomes, how they were to be achieved, and the pace of the teaching and learning, were all pre-set.
7.6 In order to investigate these issues further learners were asked to identify what had been positive and negative about their learning experiences through an open question and 132 (66%) of the qualitative sample of 200 learners made additional comments. Twenty-eight learners (14%) made generally positive (non-specific) comments about their learning experiences, others were more detailed in their responses. Forty-eight learners (24%) praised their tutors for their supportive, non-patronising and/or informal approach to teaching. Twenty-one learners (11%) drew attention to the high quality and levels of resources available to them. Eleven learners (6%) said that the pace of teaching suited them while 10 others (5%) appreciated being able to work at their own pace. On a similar note, 10 learners (5%) also suggested that the course 'fitted with their needs'. Two learners appreciated the 'good course structure' while 2 others praised the one-to-one format.
7.7 Twenty-five learners (13%) highlighted changes in their social life that they claimed had resulted from course participation. Many of these learners spoke about how their involvement had allowed them to make new friends and attend social evenings and events. Fifteen learners (6%) highlighted the support that they derived from other learners in the group.
7.8 A number of respondents were impressed with aspects of the class organisation, its timing, costs and access. Twenty-four learners (12%) mentioned that the location was readily accessible to them, often because it was held within their neighbourhood or was easily accessible by public transport. Fifteen learners (8%) also regarded the timing of the classes as good, fitting in well with their lifestyles while 7 (4%) welcomed the fact that the course was either free or incurred very little expenditure on their part.
7.9 Learners made 15 'less positive' comments in total. Three (2%) felt that the level of the class was too low for them, while 2 other learners sought greater flexibility in the timing of the class and another 2 found their tutors 'unhelpful'. Two learners suggested that there was a need for more tutors in literacy and numeracy. Individual learners made the following comments; 'too few learners in class', '[I] prefer one to one working' 'the class needs more structure', '[I] need more tuition', '[the] course [was] too fragmented', '[I] would like more input on statistics'.
7.10 So few learners have provided negative comments that examples are given of how a learner can have an unsatisfactory experience through the following case studies (Boxes 7.1-7.5). It should be noted that interviewers specifically asked learners to describe any negative experiences and only 9 were provided in total.
Box 7.1 An Integrated Course
7.11 M is in her 40s and is married with one son. She has slight learning difficulties and was made a fool of by her brother and sister for being 'stupid' when a child so is particularly sensitive about ALN issues. M felt she was humiliated by one of the tutor's teaching on the Communications part of her course, and does not want to continue with it, but has to do so as part of her college course. |
Box 7.2 Assessment
7.12 E, a young female student studying at an FE college, recalled her daunting and disappointing experience before she was allocated a place on a literacy and numeracy course. Before she could take her FE course she had to sit a test to see if she needed to attend the ALN course. It was compulsory, so she did not have a choice. They were given a piece of paper with sums on it to work through - 'like primary school'. It didn't boost her confidence and didn't fit in with her needs. They had to sit there and work their way through the sums and then ask the tutors for help if they needed it. There was no feedback on their progress. She expected the class to help with her course but this didn't happen. There were no meetings with tutors, ILP or exit guidance and no other learning opportunities were discussed with her. It didn't help her at all. |
| Box 7.3 ESOL 7.13 E is a married woman in her 30s, with young children and was on an ESOL course. She expected the course to be of a higher level and it turned out to be too low. She thinks there should be more basic, intermediate and advanced courses. She was told to leave the course by her tutor who told her that her English was too good and that her place was needed by someone else. She felt rejected and upset. Though there is a waiting list for the course only a few people turn up each week and so there are only 5 or 6 people there each week. She thinks that anyone who is interested should be allowed to attend the course as it is not just about learning the language but also the building of confidence and relationships with Scottish people. E was offered another course at college but there were no crèche facilities so she couldn't go and no one helped her to try to sort out something with her children. She felt that the course helped her to meet more adult people and to socialise. Her children loved the crèche and were upset to leave. |
Box 7.4 A Deaf Student
7.14 L is a female deaf student. The following are extracts from a transcription of a letter she gave to the interviewer. 7.15 It is not good because [there is] no budget for to pay [for an] interpreter - which I have sent a complaint to the Council [about] and am waiting for a reply. There was a course for to help improve your English but no budget for interpreter but lady in charge said that would be fine and asked other people in group to write notes to each other and pass to me. Sorry that isn't my idea [of the right support]- as I won't be able to cope with this. 7.16 Computer will be back but I have a feeling its might not be. I think nae more courses anymore as I have had enough all because of no interpreters. What is happening and going on with deaf people in need. I feel its go back to bottom again. Also thinks Council puts deaf away as they're not interested which is totally wrong. |
7.17 The next case study (Box 7.5) is more mixed but does show the constraints that operate in getting the right type of learning programme.
Box 7.5 A Prison Experience
7.18 J said about joining the course: 'It couldn't be any easier - if you want to do it, it's made plain. You get inducted into education - it's offered when you get inducted.' However, work in prison is a barrier to education. I'd like to do full time education but I have to work. I now do education for 12 hours but could be there for 30 hours. You see, all workers are banded a to c (a being best), and though I'm a good worker I'm only banded 'b' because I go to education. 7.19 'I'd just like to carry on with it when I leave prison', he said. I'm definitely more confident, more confident writing a letter and I'm writing more letters than before, more confident with numbers. I've been more in touch with my family because I'm writing more letters. My expectations have definitely been raised: 'I can see myself getting more educated for starters.' I want to get as much education behind me as possible before getting out. It will improve my quality of life altogether.' |
Summary
7.20 Learners were very positive about all aspects of their experience of participating in ALN programmes. These included:
- The learning environment including the timing and location of the course, the cost, the facilities (crèche transport, café, rooms) and the learning resources that were available
- The factors that contributed to a good experience of teaching and learning including what was learnt and the way it was learnt, the tutor, the pace of the learning and the number of hours of tuition available each week
- The social nature of the learning including the other students and the social opportunities to meet other people
7.21 However, learners' in FE settings were more likely to express dissatisfaction with:
- The cost of their learning
- What they learnt
- How they learnt
- Their tutor
- The pace of their learning
7.22 In addition there were some concerns, evidenced through the qualitative data and the case studies, from learners about aspects of the course organisation in terms of its inflexibility, number of learners, or content. These concerns seemed to stem from the lack of resources to provide a fully flexible learning and teaching environment.
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