Tete a Tete: Reading Groups and Peer Learning

Autor/inn/en	Finlay, Sara-Jane; Faulkner, Guy
Titel	Tete a Tete: Reading Groups and Peer Learning
Quelle	In: Active Learning in Higher Education the Journal of the Institute for Learning and Teaching, 6 (2005) 1, S.32-45 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787405049945
Schlagwörter	Active Learning; Student Attitudes; Critical Thinking; Peer Influence; Content Area Reading; Undergraduate Students; Teaching Methods; Group Activities; Cooperative Learning + Suchen Sie Ihr Suchwort? Aktives Lernen; Schülerverhalten; Kritisches Denken; Sinnerfassendes Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppenaktivität; Kooperatives Lernen
Abstract	This project was inspired by an awareness of the lack of engagement with the research literature by our students. The project consisted of self-help reading groups that centralized student discussion with three research objectives: to encourage students to engage with a broader range of literature, to encourage critical thinking around subject issues central to their subject area and to provide opportunities for active learning through peer learning and shared understandings. Reading groups consisting of 3-5 students were formed on a level three undergraduate module in Exercise and Sports Sciences and a masters level module in Media Studies. Questionnaires administered at the end of the modules revealed positive perceptions of the process as a whole (73%) with comments revealing heightened critical insight, time management and reduced workload. Some important suggestions from the students to improve the process were considered. (Author).
Anmerkungen	Sage Publications, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243 (Toll Free); Fax: 800-583-2665 (Toll Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10