Abstract
<p class="JLDAbstract">Peer Learning is broadly described as the development of knowledge or skills by individuals from similar statutory conditions who are learning from and with each other in both formal and informal ways. There is a considerable amount of published work on peer learning in the context of schools and undergraduate courses but little work has been developed around postgraduate levels, specifically with Masters courses. The goal of the research presented in this paper was to understand how Masters degree students perceive and engage with a peer learning activity set in a taught module. One specialist subject topic from the curriculum was assigned to each student who, during two sessions in regular teaching times, had to perform both as peer tutor and tutee in a reciprocal peer learning approach. Two questionnaires were applied - one for each role the students had to perform. Results reveal that the majority of students considered the peer tutor role undeniably positive; however, while performing as tutees, students expressed skepticism regarding the effectiveness of the approach. As the credibility of peers was evidenced as an issue (when set against these students’ high expectations), this paper contends that reciprocal peer learning may not be the most suitable peer learning method for master levels. </p>
Highlights
IntroductionIt is commonly held that the quality of lecturers will greatly influence the quality of the courses or modules in which they are involved or which they deliver. Pavlina, Zorica and Pongrac (2011) stated that teacher quality characteristics are divided into three main categories: teacher expertise (the teacher’s expertise in his scientific field); teaching competence (which mostly represents the teacher’s ability to create a good working atmosphere); and, personal qualities (which influence the quality of teaching, such as being thoughtful, punctual, motivated for work and regularly available for consultations)
It is commonly held that the quality of lecturers will greatly influence the quality of the courses or modules in which they are involved or which they deliver. Pavlina, Zorica and Pongrac (2011) stated that teacher quality characteristics are divided into three main categories: teacher expertise; teaching competence; and, personal qualities
Of the eleven students in the study, the majority (n=9) participated regularly in the two scheduled Peer Learning (PL) sessions performing as both tutor and tutee
Summary
It is commonly held that the quality of lecturers will greatly influence the quality of the courses or modules in which they are involved or which they deliver. Pavlina, Zorica and Pongrac (2011) stated that teacher quality characteristics are divided into three main categories: teacher expertise (the teacher’s expertise in his scientific field); teaching competence (which mostly represents the teacher’s ability to create a good working atmosphere); and, personal qualities (which influence the quality of teaching, such as being thoughtful, punctual, motivated for work and regularly available for consultations). Pavlina, Zorica and Pongrac (2011) stated that teacher quality characteristics are divided into three main categories: teacher expertise (the teacher’s expertise in his scientific field); teaching competence (which mostly represents the teacher’s ability to create a good working atmosphere); and, personal qualities (which influence the quality of teaching, such as being thoughtful, punctual, motivated for work and regularly available for consultations). When it comes to leading and preparing a module called “Innovation”, taught on a creativity-oriented master course, it is self-evident that quality of teaching should be as important as innovativeness.
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