Personalised learning pedagogies and the impact of student progression and retention

Article


Galbally, P. and Christodoulidi, F. 2023. Personalised learning pedagogies and the impact of student progression and retention. Teaching in Higher Education. In Press. https://doi.org/10.1080/13562517.2023.2211933
AuthorsGalbally, P. and Christodoulidi, F.
Abstract

This paper discusses the significance of personalised learning pedagogies in relation to developing new professional identities whilst pursuing a degree and facilitating student progression and retention. The data derived from conducting a case study focusing on culturally diverse cohorts of students completing a BSc (Hons) Counselling practitioner qualification degree at the University of East London, a discipline that requires high levels of personal reflexivity and the ‘use of self’ in translating theory to practice. A review of the course teaching styles, modes of delivery, academic advising and pastoral care provision was conducted alongside collating the final year cohort’s reflections and feedback via a focus group. The findings allow the suggestion that elements strengthen the relational quality of interaction between lecturers and learners alongside diversifying learning activities to meet more ‘personalised’ needs, fostering a learning environment that promotes student satisfaction, advances inclusivity, reduces the award gap and improves course completion.

JournalTeaching in Higher Education
Journal citationIn Press
ISSN1356-2517
Year2023
PublisherRoutledge
Accepted author manuscript
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.1080/13562517.2023.2211933
Publication dates
Online17 May 2023
Publication process dates
Accepted30 Apr 2023
Deposited27 Apr 2023
Copyright holder© 2023, The Authors
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https://repository.uel.ac.uk/item/8vy81

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