Aligning seminars with Bologna requirements: reciprocal peer tutoring, the solo taxonomy and deep learning
| Autor: | Klarissa Lueg, Rainer Lueg, Ole Lauridsen |
|---|---|
| Rok vydání: | 2015 |
| Předmět: |
Organizational change
Teaching method Constructive alignment Peer learning student activation Constructive Education Sociology of educataion Bologna Process 0502 economics and business Pedagogy Internationalization ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Higher education Student orientation Curriculum Diversity Independent study 05 social sciences deep learning peer tutoring 050301 education Critical management education Conceptual framework reciprocal peer tutoring Management studies Heterogeneity educational expansion Bologna Psychology 0503 education Peer tutor 050203 business & management |
| Zdroj: | Lueg, R, Lueg, K & Lauridsen, O 2016, ' Aligning seminars with Bologna requirements : reciprocal peer tutoring, the solo taxonomy and deep learning ', Studies in Higher Education, vol. 41, no. 9, pp. 1674-1691 . https://doi.org/10.1080/03075079.2014.1002832 Lueg, R, Lueg, K & Lauridsen, O 2016, ' Aligning seminars with Bologna requirements : reciprocal peer tutoring, the solo taxonomy and deep learning ' Studies in Higher Education, vol 41, no. 9, pp. 1674-1691 . DOI: 10.1080/03075079.2014.1002832 |
| ISSN: | 1470-174X 0307-5079 |
| DOI: | 10.1080/03075079.2014.1002832 |
| Popis: | Changes in public policy, such as the Bologna Process, require students to be equipped with multifunctional competencies to master relevant tasks in unfamiliar situations. Achieving this goal might imply a change in many curricula toward deeper learning. As a didactical means to achieve deep learning results, the authors suggest reciprocal peer tutoring (RPT); as a conceptual framework the authors suggest the SOLO (Structure of Observed Learning Outcomes) taxonomy and constructive alignment as suggested by Biggs and Tang. Our study presents results from the introduction of RPT in a large course. The authors find that RPT produces satisfying learning outcomes, active students, and ideal constructive alignments of the seminar content with the exam, the intended learning outcomes, and the requirements of the Bologna Process. Our data, which comprise surveys and evaluations from both faculty and students, suggest that RPT fosters deeper learning than does teacher-led instruction. Based on these findings, the authors also offer guidelines regarding how to implement RPT and how to overcome barriers. |
| Databáze: | OpenAIRE |
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