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Exploring the Effect of Participation in the Bridge to College (B2C) Programme on Learners
Aoife [email protected]
MSc Technology & Learning
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Research objectiveTo explore the impact of the B2C (Bridge to College) programme on participants
In the context of:– Access to education– 21st century learning– Irish education system– Trinity Access Programme
MSc Technology & Learning
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Research design
MSc Technology & Learning
Mixed methods data collection Figure 5, p23
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Pre existing secondary data
MSc Technology & Learning
B2C data (2011 & 2012)• n=330 (204+126) pre & post student
questionnairesAnalysis• QUAL & QUAN
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Research design
MSc Technology & Learning
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Findings from B2C questionnaires
MSc Technology & Learning
• High technology usage by students– BUT 50% of students do not use technology for
school• 94% of students claimed to have had prior
experience of team work• 75% intend to pursue 3rd level• Very high levels of enjoyment of programme
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Research design
MSc Technology & Learning
Literature review
Researcher observations = c. 20 hours
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Focus group design
MSc Technology & Learning
Areas identified for further probing• Plans for 3rd level• Attitudes to school• Comparison of B2C learning methods with school• Experience of group work in B2C• Perceived benefits of working with technology• Retention and transfer of B2C skills
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Focus groups: implementation
MSc Technology & Learning
2 x B2C learner focus groups (November 2013)Participants recruited by B2C staff member – self selectingn=8 participants (4+4)180 minutes audio data = 11+15 pages of personally transcribed textQualitative analysis – hand coding & theming
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Focus group findings
MSc Technology & Learning
• Plans for 3rd level (6 participants plan to go to college, 2 participants already in college).
• More positive attitude to school• Independent collaborative learning groups formed
outside school & B2C• High levels of enjoyment of the programme• Benefits of peer learning & mentoring identified• Acquisition of new skills (eg, confidence & public
speaking)
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Research design
MSc Technology & Learning
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Online questionnaire design
MSc Technology & Learning
Areas identified for further probing• Plans for 3rd level• Acquisition & transfer of B2C skills• Collaboration & peer education• Comparison of information & formal learning
methods• Suggestions for improvement – open
comments
Title
MSc Technology & Learning
Online questionnaire: implementation
Method of delivery = SurveyMonkey via Facebook (B2C page) & emailSurvey length = 29 questions, c. 30 mins.n=66 No. of days available = 8 (11th Feb – 18th Feb 2013)
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Research design
MSc Technology & Learning
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Concurrent secondary data
MSc Technology & Learning
Convergence of multiple sources of evidence – adapted from Yin, (2009) Figure 6, p26
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Concurrent secondary data sources
MSc Technology & Learning
Academic year
Data type Source Content n
2009/2010 Student
questionnairesJL Pre analysed
Likert scales300
2012 TY Co-ordinator
focus groupLA Transcripts 11
2013 Student focus
groupLA Notes &
audio3
Table 6, p38
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Main findings
MSc Technology & Learning
• Increased learning– Comparison with formal & informal– B2C skills acquisition (public speaking, confidence,
improved ability in social settings)– Self directed learning – increased personal
responsibility • Formation of independent collaborative groups
outside B2C & school– Peer education & mentoring
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Self critique: Strengths• Primary & secondary data sources
(Increased validity & provided depth and breadth of data)
• Authentic, real life research(observation opportunity for researcher)
• Mixed methodology approach(Increased data validity)
• Varied data collection instruments(Student & teacher focus groups, online questionnaire, pre existing questionnaires, direct observations, research journal)
• Data triangulation of findings (Correlation & identification similar themes across data sets)
MSc Technology & Learning
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Self critique: Areas for improvement
• Improve clarity on the research design process• Literature review more depth of analysis
– Eg. contrast personal & informal learning use of ICT with use in school
• Discussions & analysis– Greater depth required– More explicit use of data to support findings
MSc Technology & Learning
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Self critique: Participant bias
Participants were a self selecting sample group who were pre disposed to having had positive experiences.
MSc Technology & Learning
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Other aspects
MSc Technology & Learning
“Rabbit holes”• Parental academic achievement• Prior knowledge/expectations of the programme• Feeling listened to by teachers – more relevant for
fellow researcher
Data analysis• Primary data was shared with fellow researchers• Pros & cons regarding secondary data• All data was analysed independently
