using prior experience to support learning on an MA.docx

Thirteen semi-structured interviews were undertaken with students on an MA in Education programme at a small urban English university. The overarching research question was: what are the benefits and risks for students of drawing on prior experience in academic assignments? <br> Questions related to students' previous experience of academic learning, and how they responded to the pedagogical approach on the MA. This drew students' prior experience together with theory and research to engage students and promote learning. <br> The UK students came from White, African-Caribbean, African, or mixed African-Caribbean and White backgrounds. There were two Chinese students, two Canadians, one Slovakian and one US student. There was only one male participant. <br> The interviewer was the tutor on the module under discussion. Interviews took place in a small classroom on campus, and lasted between 20 and 90 minutes. Interviews were digitally recorded and transcribed by the interviewer. <br> BERA ethical guidelines were followed, and ethical approval was given by the host institution.

本研究针对英国某小型城市大学的教育学文学硕士（Master of Arts in Education, MA）项目在读学生开展了13次半结构化访谈（semi-structured interview）。本研究的核心研究问题为：学生在学术作业中借鉴既往经验，可为其带来哪些益处与潜在风险？

访谈问题涵盖学生过往的学术学习经历，以及其对该硕士项目教学方法的反馈。本研究将学生的既往经验与理论及相关研究相结合，以调动学生参与度并提升学习成效。

受访的英国学生分别来自白人、非裔加勒比人、非裔，以及非裔加勒比人与白人混血背景；另有中国学生2名、加拿大学生2名、斯洛伐克学生1名及美国学生1名。本次受访对象仅1名男性。

访谈者为所研讨课程的任课导师。访谈均在校园内的小型教室进行，时长介于20至90分钟之间。访谈内容以数字化方式录制，并由访谈者完成转录。

本研究严格遵循英国教育研究协会（British Educational Research Association, BERA）伦理准则，并已获得主办机构的伦理审查批准。