Assignments, information and learning : the postgraduate student experience
- Publication Type:
- Thesis
- Issue Date:
- 2006
Open Access
Copyright Clearance Process
- Recently Added
- In Progress
- Open Access
This item is open access.
This thesis examines the experiences of postgraduate coursework students 'doing' an assignment.
Assessment is well recognised as a driving force in students' learning and many university
faculties still make extensive use of essay or report-style assignments. These may be the only
form of assessment for postgraduates, so they are crucial to their learning, academic success and
progress. Drawing on theoretical foundations in the fields of information behaviour and student
learning, the research revealed considerable variation in aspects of information seeking and use,
in the context of preparing an assessed report.
This small scale, phenomenographically-based study, was focused around one research-based
assignment in a program for aspiring Information and Knowledge Management professionals. Six
volunteer postgraduate students participated in a series of conversational interviews conducted
over the timescale of the assignment and marking. All of the volunteers were found to be high
achievers. Two were subsequently chosen as subjects of case studies to provide an in-depth
perspective of their individual experiences over the timeframe of the assignment. Analysis of the
interviews featured intensive use of audio recordings, supplemented by verbatim transcripts.
The findings are presented in three parts. Firstly, the set of processes experienced by the
postgraduates, collectively labelled Assignment Information Processes (AIP), are described as
six qualitatively different categories that are hierarchically related. These range from shaping the
task towards completion, to radically changing their views about information in the world.
Secondly, the thesis presents five qualitatively different categories of experiences of Enough that
the postgraduates were found to balance when completing an assignment. These ranged from
maintaining control and getting done, to generating a creative development process. They depict
Enough as far richer than simply a decision to stop. The thesis also describes patterns of change
in the experiences of AlP and Enough over the timeframe of the assignment. A third major
component of the thesis is based on two in-depth case studies. The case studies give insights into
how the different categories of AlP and Enough are experienced by individuals as opposed to the
collective experience more typically reported in phenomenographically-based work. In addition,
the case studies give a vivid demonstration of the Affective aspects of student experiences during
an assignment, allowing analysis of this often neglected aspect of information behaviour and
student learning.
This finely grained exploration provides new perspectives on the postgraduate experience of
assignments. It demonstrates that considerable variation can exist even amongst apparently
similar students. Traditional research report style assessment can have a valuable role in complex
and enriching learning experiences. Although significant parts of postgraduates' experiences were
at levels associated with a 'surface approach' to learning, they nonetheless engaged in their work
in meaningful and effective ways. It also suggests that the students' highly dynamic individual
experiences are not only situational, but also 'micro contextual'. The impact of affective aspects of
information use and assessment is highlighted and needs to be considered by higher educators to
improve the holistic learning experiences of all students.
Please use this identifier to cite or link to this item: