Placement-based learning and learner engagement: findings from a new university in the UK

Abstract

This paper addresses the potential for engaged learning among final-year undergraduate Education Studies students at a new, post-1992. It discusses a case study analysis of a ‘Directed Experiential Learning’ (DEL) intervention in the final year of an education studies degree designed to engage and motivate students and emphasise the links between theory and practice for them. Implementation took place in 2012–2013 with a cohort of 37 students and quantitative and qualitative analysis was performed afterwards to investigate the perspectives of students (online questionnaire and interview with 2 students) and tutors (4 individual interviews) on the DEL approach applied. The study described should be of particular interest to those teaching on and designing third level education studies programmes as well as related disciplines that might participate in integrated working arrangements in practice (e.g. nursing, social care).

Keywords:

• place-based learning
• directed experiential learning
• active learning
• theory and practice
• learner motivation

Notes on contributors

Dr. Timothy Murphy is a lecturer in Education in the Department of Education and Professional Studies, University of Limerick, Ireland. His research areas include education policy and reform, teacher well-being and pedagogy.

Dr. Pilar Folgueiras is a senior lecturer in Education in the Department of Methods of Research and Diagnosis of Education, University of Barcelona, Spain. Her research areas include civic engagement, service learning and research methodologies in education.

Dr. Patricia Mannix McNamara is a senior lecturer in Education and co-director for the Research Centre in Education and Professional Practice (RECEPP) in the Department of Education and Professional Studies, University of Limerick, Ireland. Her research areas include health education and promotion, bullying, teacher identity and teacher professionalism.