Learner Interns Programme 23-24

Strategic alignment: Excellence in Education 

Academic Leads: Dr Chie Adachi (FMD), Meghan Bryden (SPCS), Dr Lesley Howell (SPCS) and Dr Pedro Elston (IHSE-FMD)

Student Interns: Enzo Olivieri Cortes Msc in Astrophysics (S&E), Annika Joshi BSc Mathematics (S&E) and Kasandra Mavrigiannaki MA English (HSS) 

Objective: to research the capability of VR technology in supporting skill-based education in university and to receive feedback from students on their ideas about incorporating VR into their learning. 

Method: three focus groups (two for MBBS and one for chemistry), each consisting of 8-10 learners 

Key findings 

• Students presented a mixed but optimistic view on implementing VR into their curricula. 

• VR was felt to be most appropriately implemented in target sectors of the curricula 

• VR is most beneficial as a supplementary tool to practice more difficult concepts, visualize theory-based topics and provide additional practical experience in the context of limited clinical opportunities (e.g. high-stakes and emergency scenarios in MBBS) 

• Students were concerned about how VR could increase or decrease inclusion for a diverse student body. 

• There were concerns about accessibility, e.g. for those wearing glasses or suffering from motion sickness. 

• VR could be used to decrease anxiety for students in new situations e.g. first year students becoming familiar with the lab environment 

• Cost and equity were also of concern to students, with questions about the cost versus value of incorporating VR into education and whether some disciplines (e.g. in HSS) will feel left behind if they do not have access to the technology. 

Initial impact: Finding were shared with the panel for the PPFEE panel for considering VR projects. 

Strategic alignment: Excellence in Education 

Academic Leads: Dr Usman Naeem (EECS - S&E)

Student Interns: Naoshin Haque BSc Biological Sciences (S&E), Lusi Pan MA Banking and finance (HSS) and Heenal Panchal MSc Cancer and Molecular and Cellular Biology, Barts Cancer Institute (FMD) 

Objective:

To understand students’ opinions on LEA in three areas: understanding students’ expectations, interventions, and preferences for interaction, as well as privacy and ethical concerns. 

Method: two focus groups, including undergraduates from various schools.  Participants in the first focus group had previously engaged in a previous LEA related survey, the second focus group was open to all leaners. 

Key findings: 

• Students recognise the value of LEA, but discussions revealed concerns about how it was/could be implemented. 

• Learners felt that attendance and participation markers do not always reflect true engagement. 

Initial impact:

Findings informing the work of the QMA LEA Fellows and their work in supporting the Learner Engagement strategic project giving academic leadership to future LEA developments in line with the Education and Student Experience enabling plan. 

Strategic alignment: Excellence in Education 

Academic Leads: Dr Pedro Elston (IHSE-FMD), Nick Fisher (IHSE-FMD) and Dr Casandra Lewis (IOD-FMD)

Student Interns: Khanh Tran MsC Computing, and Information systems (S&E) and Girija Negi MsC International Human Resource Management (HSS) 

Objective:

To evaluate the effectiveness of co-created activities designed to support the constructive use of AI to support learning. 

Method:

Thirteen students were recruited to engage in Listening Rooms, utilising the method described by Parkin and Heron (2023), where paired students use pre-prepared prompt cards to engage in a recorded conversation, without a researcher present. 

Key findings: 

• Students value AI for its ability to personalize and optimise learning by adapting to individual paces and providing 24/7 support, which is particularly beneficial for those with flexible schedules or specific needs.  

• AI tools like chatbots and predictive analytics enhance engagement through real-time assistance, freeing up time for critical thinking and complex problem-solving. 

• While students recognize the benefits of AI in education, they express significant concerns about its reliability, accuracy, and ethical implications, fearing that AI might compromise learning integrity, creativity, and critical thinking by encouraging over-reliance on AI-generated content. 

• The data indicates the need for a balanced approach to integrating AI in education, complementing rather than replacing traditional methods, by using AI tools to support personalised feedback and resource management while maintaining the educator's role and student responsibility. 

Initial impact:

Findings informing the QMA AI in Learning Community of Practice and Queen Mary Centre for Excellence in Artificial Intelligence in Education. 

Strategic alignment: Excellence in Education and Excellence in Student Employability 

Academic Leads: Dr Xue Zhou (SBM-HSS) 

Student Interns: Qianying He MSc Psychology (S&E) and Muhammad Uzair BSc Business Management (HSS) 

Objective:

To explore the impact of Peer-Led Team Learning (PLTL) on students' confidence and self-efficacy in educational and professional settings. 

Method:

24 interviews. Six students who participated in PLTL sessions were interviewed, as well as eighteen Peer leaders.  

Key findings: 

• Benefits of PLTL: 

• significantly boosts students' confidence, self-efficacy, and professional skills. 

• increases students' interest in subjects and enhances critical thinking abilities, leading to better academic outcomes. 

• fosters a strong sense of community and support among students, enhancing their overall learning experience. 

• Challenges in Implementation: 

• Peer leaders often face workload-related burnout, indicating the need for better support and workload management. 

• Inconsistent participation and commitment among students suggest a need for strategies to enhance engagement, such as flexible scheduling or incentives. 

• PLTL requires substantial resources for tailored training sessions, highlighting the need for more specialised training aligned with departmental needs. 

Initial impact:

The study offers valuable insights for educators aiming to enhance learning outcomes through PLTL, providing actionable recommendations and evidence for adopting and developing such programmes in higher education. 

Strategic alignment: Excellence in Student Employability 

Academic Leads: Lizzie Gall and Matthew Halfin (Careers & Enterprise)

Student Interns: Vi Bui MRes Health Data in Practice, Wolfson Institute (FMD), Naoshin Haque BSc Biological Sciences (S&E), Qianying He MSc Psychology (S&E) and Muhammad Uzair BSc Business Management (HSS) 

Objective:

To develop understanding of the barriers that Bangladeshi students’ face in relation to graduate level employability. to enable Careers and Enterprise Team to co-design, with students, careers interventions that enable Bangladeshi students to achieve graduate level employment. 

Method:

Survey promoted by email to students disclosing Bangladeshi heritage, through Bangladeshi and Desi societies, programmes working with Bangledeshi students and researcher contacts.  159 learners completed the survey. Focus groups were promoted through the survey; 41 learners attended focus groups. 

Key findings: 

• Respondents prefer a role model issued from the same cultural background, resulting in a higher level of confidence with their future aspirations. 

• Due to financial pressure, some Bangladeshi students don’t apply to roles which would be relevant to their career aspirations because they are unpaid.  

• Some respondents indicated that they do not attend QM Careers and Enterprise events because they are not inclusive.  

Initial impact:

Findings informing planned careers interventions to enable Bangladeshi students to achieve graduate level employment. 

Strategic alignment: Excellence in Education

Academic Leads: Elise Omfalos (Queen Mary Academy)

Student Interns: Fadumo Abdi MSc in Mental Health (FMD) 

Objective:

To explore students’ perspective of barriers and facilitators to academic excellence at QMUL, specifically for Undergraduate Black students.   

Method:

Two focus groups with thirteen participants, from the three QMUL schools. Participants were invited to participate in this research study because they were undergraduate student at Queen Mary, University of London and self-identified as Black / African / Caribbean / Black British/ or any other Black / African / Caribbean background. 

Key findings: 

• Students expressed consciousness of being a visible minority on their courses, making them less likely to ask for help. 

• Students felt that they were, at times, treated differently to their peers, for example, with expectations of expertise in academic matters related to race. 

• Participants described a sense of belonging in the diversity of the student body however they felt this is not reflected in the academic body and university leadership. 

• Participants valued peer support and the opportunity to learn from role models, for example, Postgraduate teaching assistants. 

Initial impact:

2024/5 LIP project developed to collect further student voice data on students live experience on inclusive teaching.