The Online Research Group teaching model – ensuring authentic and robust remote learning for MSc students

Lewis, Richard ORCID: https://orcid.org/0000-0003-1859-0021, Roche, Paul, Askey, Joseph, Sztranyovszky, Zoltan, Eknath, Gayathri ORCID: https://orcid.org/0000-0002-7301-3879, Norman, Michael and Anderson, Michael ORCID: https://orcid.org/0000-0001-7237-3488 2021. The Online Research Group teaching model – ensuring authentic and robust remote learning for MSc students. Presented at: Cardiff University Learning and Teaching Conference 2021, Virtual, 1-2 July 2021.

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Abstract

MSc students in the School of Physics and Astronomy are organised into self-contained and self-supporting research groups of 6 students, each directed by an academic or a former MSc student (current PhD student). This structure authentically reflects the research group structure of the School itself. MSc students form close-knit, self-supporting communities of authentic, active, project-based learning with a strong peer-learning element. In 2020/21, we smoothly transitioned from 100% face-to-face to 100% remote delivery of our MSc programmes. Just as our School's research groups have remained active and effective during the Covid-19 pandemic, our research group model has ensured full continuity of delivery and student support. We have maintained the quality of our MSc programmes while maintaining student outcomes and an excellent student satisfaction level. In this short presentation we summarise our research group teaching model's ethos and implementation details, student outcomes and feedback, adaptations that were made to adjust to remote delivery, and the central role of our former MSc students (now PhD students) who act as research group leaders, mentors, and role models.

Item Type:	Conference or Workshop Item (Lecture)
Status:	Unpublished
Schools:	Physics and Astronomy
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education Q Science > QC Physics
Last Modified:	12 Apr 2024 01:23
URI:	https://orca.cardiff.ac.uk/id/eprint/142541

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