A Student Perspective on the Effectiveness of PASS in Seminar Courses: A Mixed-Method Study

Autor/inn/en	Szeto, Wai Man; Li, Kenneth Ming; Wu, Vivian Jun; Wong, Isaac Ka Tai; Cheng, Anthony Hoi Wa; Leung, Mei Yee
Titel	A Student Perspective on the Effectiveness of PASS in Seminar Courses: A Mixed-Method Study
Quelle	In: Journal of Peer Learning, 15 (2022), S.48-65, Artikel 5 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2200-2359
Schlagwörter	Student Attitudes; Instructional Effectiveness; Core Curriculum; General Education; College Students; Foreign Countries; Cooperative Learning; Peer Teaching; Knowledge Level; Student Motivation; Academic Achievement; Self Esteem; Hong Kong + Suchen Sie Ihr Suchwort? Schülerverhalten; Unterrichtserfolg; Kerncurriculum; Allgemein bildendes Schulwesen; Allgemeinbildung; Collegestudent; Ausland; Kooperatives Lernen; Peer group teaching; Peer Group Teaching; Wissensbasis; Schulische Motivation; Schulleistung; Self-esteem; Selbstaufmerksamkeit; Hongkong
Abstract	The General Education Foundation (GEF) Programme, consisting of two seminar courses, namely "In Dialogue with Humanity" and "In Dialogue with Nature," has been a common core requirement of The Chinese University of Hong Kong since 2012. Aided by selected classics, students from all faculties engage in dialogues with their teachers and each other to reflect on what it means to have a good life, what an ideal society is, and the nature of intellectual pursuit in the sciences. Reading classics and discussing serious questions in class, however, can be challenging for some students. To help students meet these challenges, Peer Assisted Study Sessions (PASS) were introduced in the pilot stage of GEF in 2010 and, with subsequent refinements, continue to this day. The seminar-style and interdisciplinary nature of GEF makes it an atypical case for PASS. This paper will examine and evaluate how PASS can improve student learning in seminar-style courses like GEF with a mixed-method study from a student perspective. According to evidence from online surveys and focus group interviews, PASS successfully (1) improves students' understanding of the course content at a cognitive level; (2) assists and motivates them to prepare better for seminar discussions, effecting a behavioural change; and (3) facilitates affective learning outcomes in terms of confidence and motivation. Major challenges--including students' misperceptions about PASS, differences in leaders' approaches and organisational difficulties--are identified. Proposed solutions to these challenges will also be discussed. (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: https://ro.uow.edu.au/ajpl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01