Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Making first-year tutorials count

Making first-year tutorials count This article reports the design and effects of a practical, pedagogic experimentmotivated by the wish to encourage greater ‘active learning’ infirst-year tutorials along with a range of other learning skills, in particular thepractice of ‘good’ argumentation. The project has its roots in aformal accredited programme in teaching and learning that provided frameworks forthinking about how to change the assessment regime and in a measure ofdissatisfaction with the existing, ‘conventional’ organizationof the tutorial as a site of learning. The aim was to create an environment in whichthe students prepared thoroughly for each tutorial, engaged in challengingdiscussion, and reflected on what and how they were learning. The method employedwas to centre the assessment regime on the tutorial itself in conjunction withfrequent and rapid feedback on student work. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Active Learning in Higher Education SAGE

Making first-year tutorials count

Download PDF
12 pages

Loading next page...
 
/lp/sage/making-first-year-tutorials-count-ONzOXcEnpG
Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
1469-7874
eISSN
1741-2625
DOI
10.1177/1469787405054235
Publisher site
See Article on Publisher Site

Abstract

This article reports the design and effects of a practical, pedagogic experimentmotivated by the wish to encourage greater ‘active learning’ infirst-year tutorials along with a range of other learning skills, in particular thepractice of ‘good’ argumentation. The project has its roots in aformal accredited programme in teaching and learning that provided frameworks forthinking about how to change the assessment regime and in a measure ofdissatisfaction with the existing, ‘conventional’ organizationof the tutorial as a site of learning. The aim was to create an environment in whichthe students prepared thoroughly for each tutorial, engaged in challengingdiscussion, and reflected on what and how they were learning. The method employedwas to centre the assessment regime on the tutorial itself in conjunction withfrequent and rapid feedback on student work.

Journal

Active Learning in Higher Education – SAGE

Published: Jul 1, 2005

There are no references for this article.