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Making first-year tutorials count
[journal article]
Abstract This article reports the design and effects of a practical, pedagogic experiment motivated by the wish to encourage greater ‘active learning’ in first-year tutorials along with a range of other learning skills, in particular the practice of ‘good’ argumen... view more
This article reports the design and effects of a practical, pedagogic experiment motivated by the wish to encourage greater ‘active learning’ in first-year tutorials along with a range of other learning skills, in particular the practice of ‘good’ argumentation. The project has its roots in a formal accredited programme in teaching and learning that provided frameworks for thinking about how to change the assessment regime and in a measure of dissatisfaction with the existing, ‘conventional’ organization of the tutorial as a site of learning. The aim was to create an environment in which the students prepared thoroughly for each tutorial, engaged in challenging discussion, and reflected on what and how they were learning. The method employed was to centre the assessment regime on the tutorial itself in conjunction with frequent and rapid feedback on student work.... view less
Keywords
argumentation
Free Keywords
active learning; feedback; formative assessment; information technology; reflection;
Document language
English
Publication Year
2005
Page/Pages
p. 94-105
Journal
Active Learning in Higher Education, 6 (2005) 2
DOI
https://doi.org/10.1177/1469787405054235
Status
Postprint; peer reviewed
Licence
PEER Licence Agreement (applicable only to documents from PEER project)