Aligning Seminars with Bologna Requirements: Reciprocal Peer Tutoring, the Solo Taxonomy and Deep Learning

Autor/inn/en	Lueg, Rainer; Lueg, Klarissa; Lauridsen, Ole
Titel	Aligning Seminars with Bologna Requirements: Reciprocal Peer Tutoring, the Solo Taxonomy and Deep Learning
Quelle	In: Studies in Higher Education, 41 (2016) 9, S.1674-1691 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2014.1002832
Schlagwörter	Seminars; Peer Teaching; Tutoring; Outcomes of Education; Independent Study; Foreign Countries; Higher Education; Case Studies; Teaching Methods; Focus Groups; Questionnaires; Correlation; Likert Scales; Mixed Methods Research; Student Surveys; Comparative Analysis; Academic Degrees; National Standards; Alignment (Education); International Cooperation; Constructivism (Learning); Denmark + Suchen Sie Ihr Suchwort? Seminar; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Lernleistung; Schulerfolg; Selbststudium; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Korrelation; Likert-Skala; Schülerbefragung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Internationale Kooperation; Internationale Zusammenarbeit; Dänemark
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01