Bridging the Experiential Learning Gap: An Evaluation of the Impacts of Ulster University's Senior Student Tutoring Scheme on First Year Students

Autor/in	Eaton, Martin D.
Titel	Bridging the Experiential Learning Gap: An Evaluation of the Impacts of Ulster University's Senior Student Tutoring Scheme on First Year Students
Quelle	In: Journal of University Teaching and Learning Practice, 12 (2015) 2, Artikel 6 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Experiential Learning; College Freshmen; Environmental Education; College Seniors; Test Preparation; Workshops; Teaching Assistants; Tutors; Tutorial Programs; Action Research; Student Participation; Success; Achievement Gains; Student Surveys; Student Attitudes; Self Efficacy; Questionnaires; Comparative Testing; Performance Based Assessment; Phenomenology; Attendance; Individual Development; Learning Activities; Barriers; Transfer of Training; Foreign Countries; Qualitative Research; Statistical Analysis; Ireland + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Studienanfänger; Umweltbildung; Umwelterziehung; Umweltpädagogik; College; Colleges; Senior; Hochschule; Fachhochschule; Lernwerkstatt; Schulung; Förderlehrer; Lehrender; Tutor; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Projektforschung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Erfolg; Achievement gain; Leistungssteigerung; Schülerbefragung; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Fragebogen; Leistungsermittlung; Phenomenological psychology; Phänomenologie; Psychologie; Anwesenheit; Individuelle Entwicklung; Lernaktivität; Training; Transfer; Ausbildung; Ausland; Qualitative Forschung; Statistische Analyse; Irland
Abstract	Since 2004-05 first year students at the School of Environmental Sciences, Ulster University have engaged with senior student tutors (SSTs) in workshop activities aimed at preparations for their written examinations. Using a pedagogical action research methodology we evaluated the role of SSTs in bridging the experiential learning gap between practitioners and recipients. Analysis suggested positive associations between workshop participation, examination success and improved module marks. Surveys showed that first year students gained confidence, were less intimidated and empowered with revision and examination techniques. The SSTs gained valuable insights, tutoring experience and an evidence base useful to their career paths. Discussion focused upon risk-averse first year students who grasped and then transformed the experiences of the SSTs into successful examination performance. It is argued that our SSTs have helped to bridge the experiential learning gap and made inter-collegiate connections that would have been less-likely in a formal, teaching staffled situation. Faculty suffering from examination related student progression problems could, therefore, benefit from adopting this locally controlled, low cost, small-scale, tailor-made, peer assisted tutoring scheme. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01