When Student Confidence ClicksAcademic Self-Efficacy and Learning in HE
Dr Fabio R. Aricò
School of Economics
University of East Anglia
I gratefully acknowledge support and funding from: - UEA-HEFCE Widening Participation Teaching Fellowship- HEA Teaching Development Grant scheme.
student enjoyment91% 56%
student perceptionof good learning
88% 73%
Confident Not Conf.
30.5% 13.7% Correct
16.1% 39.6% Not Corr.
STUDENT CONFIDENCE
The British HE system strives forexcellence in student support.
Student support provision shouldnever neglect the importance ofhelping students to becomeconfident and autonomous.
THE THEORY
Re-visit and explore the concept ofAcademic Self-Efficacy (ASE):
Students’ confidence in theirability to accomplish specificacademic tasks or attain specificacademic goals (Bandura, 1997).
THE TECHNOLOGY
Use technology to connect withstudents in large class modules.
Employ Student Response Systemslike ‘clickers’ to engage, interact,assess, but also use them toincrease students’ ASE.
TEACHING APPROACH
• Interactive Lectures + online Feedback Reports to stimulate engagement and provide guidance.
• Flipped Workshops + Formative Seminar Quizzes to promote self-assessment and raise ASE.
• Extra-curriculum Facebook Challenges + Presentations to elicit ASE through demonstration effect.
EVIDENCE-BASED VALIDATION
• Rich learning analytics + demographics identify correlation patterns.
• Focus groups and questionnaires narrative to interpret quant. analysis.
• Research into the role of clickers no literature on their impact on ASE.
STUDENTS AS PARTNERS
• Continuous dialogue identify ways to improve
learning and teaching.
• Student interns support the research,
offer insights and ideas,gain employability skills.
