Dr Ben Brabon

Students as partners in

the learning process

E-GothicistOverview of presentation:• Project Background:• Pedagogical context, initial data and aims.

• e-Gothicist.Key Themes:• TEL has an important role to play in facilitating effective

peer feedback and student mentoring.• Web-based educational resources can help to develop

academic communities that draw upon informal learning opportunities to foster mutual responsibility at the heart of the learning process.

• The successful development of students as partners in the teaching and learning process is grounded upon a sense of ownership.

E-GothicistProject Background:• Research and teaching context – Gothic as a research and

teaching strength within the English Department at Edge Hill University.

• Approximately 250 students each year across levels 4, 5, 6 and 7 undertake taught modules with a Gothic/ supernatural flavour.

Pedagogical context:• Gothic identified as a literary form that invokes ‘threshold

concepts’ that are ‘transformative’ (Wisker 2007).• As Hoeveler and Heller note in Teaching Gothic Fiction,

more needs to be done to share good practice in the teaching of Gothic texts/modules.

E-GothicistInitial Data:• 67% of students surveyed thought that the VLE is an integral

part of the teaching and learning experience for all of their modules.

• 25% of students surveyed thought that the VLE is an integral part of the teaching and learning experience for some of their modules.

• 67% of students surveyed thought that the VLE was used to improved their subject knowledge.

• 58% of students surveyed thought that more training in the use of the VLE would improve the quality of their engagement.

• 33% of students surveyed thought that the VLE is an excellent interactive resource that enhances their learning experience and is integral to their studies.

E-GothicistAims:• To enrich the experience of students studying Gothic

modules by utilising technology to promote partnership and flexibility in the mode/pace/place of delivery in order to enhance their performance.

• To develop and share models of good practice for teaching Gothic Studies in order to improve teaching quality.

• To advance pedagogic research into Gothic and e-learning in order to contribute to knowledge and understanding in this area.

• A more integrated approach.

E-GothicistPilot Study:• One Level 5 module:• LIT2035 Vampire Fictions (47 students)

• Expectations• Delivery: Webinar• Assessment: Critical Blog• Formative and summative elements• Partnership

• Pilot study developed using Edublogs platform• Online worksheets• Key Concepts• Student blogs• Visiting blogger series

E-GothicistFeedback:• ‘The Blog was a really innovative assessment – really

creative.’• ‘It has opened my eyes to different ways of reading vampire

fictions.’• ‘I think this module has encouraged my originality through

the blog.’• ‘Loved the course especially the ‘blog’ essay.’• ‘My skills with Blackboard, the computer and the blog

function have improved massively.’• ‘I thoroughly enjoyed the blog – I thought it was creative

and thought-provoking. I will be sad to see the module end.’

Results:• Over 70% of students achieved at least a 2.1

E-GothicistRecommendations:

Expectations Integrated

Partnership

Peer Review

Multimodal

E-GothicistThe Future: HEA funded Teaching Development Grant

E-Gothicist