Capturing immediate feedback in the classroom: An embedded action research study

Abstract

This paper explores emergent results from one action research ‘project within a project’ (PWP). A large action research project (ARP) was conducted in semester 1, 2002 across two schools within the same faculty. Whilst the large ARP straddled six different curriculum areas, this paper describes the research process and emergent results from PWP. The common content focus for the ARP was a set of in-class activities. An extra standard classroom activity was introduced for eight weeks across six different curriculum papers ranging from certificate to masters level. Team members recorded time spent on planning, executing and analysing the extra activity for the extra classroom activity as well as individual perceptions of extra time spent with this activity. The common intent focus for staff participating in ARP was to evaluate multiple dimensions of time related to teaching, learning and research. Common outcomes for the ARP team showed: teaching practices improved through team collaboration; students’ barriers to learning were discovered earlier; research skills were enhanced; research in the classroom informed teaching and learning; time management improved through the sharing of effective practices; resentment towards organisational time pressures was reduced as problems were discussed and solutions found within the team; and individual time management improved through shared knowledge and peer pressure to perform. Emergent results from the PWP showed that this particular in-class activity provided unexpected benefits for both the students and the lecturer through the richly interconnected feedback loops established within the class as a result of the ARP in-class activities.