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K. Emblen-Perry
the students may recognise how their drawing content has developed thus realising
what they have come to know. Group findings are then fed back to the class to further
encourage students to know what they don’t know through peer-to-peer learning.
To further support students to learn from their activity experience, as advocated by
Reiser (2004), a group discussion on the developed content and its implications for
businesses is held. Following this, students are asked to reflect on their experience of
learning through drawing sustainability, the feedback from which is utilised within
this study.
6 Research Process
This study into the learning recognition promoted by drawing sustainability was
undertaken in one second year and one third year business sustainability module
over three academic years from 2016–17 to 2018–19. The modules used within
this study are both one semester long and scheduled in the second semester of the
academic year.
A total of 163 Business Management students participated in this study over the
three years, with an average of 36 third- and 18 second-year undergraduates participating in each year. Only two third-year students in 2017–18 and one in 2018–19
had previously studied the second-year module so should have had more knowledge
than classmates. To more accurately test the development of students’ knowledge,
the drawings from the groups containing these students have been excluded from
this study.
As students work in the same groups throughout the module, the drawings
completed in the last lecture can be directly compared to those completed in the
first lecture. In this study the drawings were not subject to formal content analysis, rather the elaboration of content reflecting the wide-ranging topics contained
within ‘sustainability’ and the complexity, context and interrelationships between
these topics were used as indicators of learning. Examples of students’ drawings
from their first and last lectures of both second- and third-year modules and quotations taken from students’ activity reflection are used to illustrate the findings of this
study.
To further evaluate the value of drawing sustainability for promoting reflection,
self-analysis and recognition of learning, the inputs (i.e. activity design elements)
and the students’ reflections on learning through drawing (collected in post activity
feedback in the last lecture of the module) were mapped against the Indicators of
Learning Recognition Framework. Additional reflections from the tutor are also
added to illustrate the activity design outcomes. This framework adopts the eleven
Indicators of Learning proposed by Hughes (2006) as the criteria to evaluate the
effectiveness of drawing sustainability as a teaching tool with which to develop
students’ sustainability knowledge and recognition of learning.
K. Emblen-Perry
the students may recognise how their drawing content has developed thus realising
what they have come to know. Group findings are then fed back to the class to further
encourage students to know what they don’t know through peer-to-peer learning.
To further support students to learn from their activity experience, as advocated by
Reiser (2004), a group discussion on the developed content and its implications for
businesses is held. Following this, students are asked to reflect on their experience of
learning through drawing sustainability, the feedback from which is utilised within
this study.
6 Research Process
This study into the learning recognition promoted by drawing sustainability was
undertaken in one second year and one third year business sustainability module
over three academic years from 2016–17 to 2018–19. The modules used within
this study are both one semester long and scheduled in the second semester of the
academic year.
A total of 163 Business Management students participated in this study over the
three years, with an average of 36 third- and 18 second-year undergraduates participating in each year. Only two third-year students in 2017–18 and one in 2018–19
had previously studied the second-year module so should have had more knowledge
than classmates. To more accurately test the development of students’ knowledge,
the drawings from the groups containing these students have been excluded from
this study.
As students work in the same groups throughout the module, the drawings
completed in the last lecture can be directly compared to those completed in the
first lecture. In this study the drawings were not subject to formal content analysis, rather the elaboration of content reflecting the wide-ranging topics contained
within ‘sustainability’ and the complexity, context and interrelationships between
these topics were used as indicators of learning. Examples of students’ drawings
from their first and last lectures of both second- and third-year modules and quotations taken from students’ activity reflection are used to illustrate the findings of this
study.
To further evaluate the value of drawing sustainability for promoting reflection,
self-analysis and recognition of learning, the inputs (i.e. activity design elements)
and the students’ reflections on learning through drawing (collected in post activity
feedback in the last lecture of the module) were mapped against the Indicators of
Learning Recognition Framework. Additional reflections from the tutor are also
added to illustrate the activity design outcomes. This framework adopts the eleven
Indicators of Learning proposed by Hughes (2006) as the criteria to evaluate the
effectiveness of drawing sustainability as a teaching tool with which to develop
students’ sustainability knowledge and recognition of learning.