TY - JOUR
T1 - Aligning seminars with Bologna requirements
T2 - reciprocal peer tutoring, the solo taxonomy and deep learning
AU - Lueg, Rainer
AU - Lueg, Klarissa
AU - Lauridsen, Ole
PY - 2016
Y1 - 2016
N2 - 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.
AB - 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.
KW - Bologna
KW - Internationalization
KW - Higher education
KW - Peer learning
KW - Diversity
KW - Sociology of educataion
KW - peer tutoring
KW - Heterogeneity
KW - Student orientation
KW - Organizational change
KW - Critical management education
U2 - 10.1080/03075079.2014.1002832
DO - 10.1080/03075079.2014.1002832
M3 - Journal article
SN - 0307-5079
VL - 41
SP - 1674
EP - 1691
JO - Studies in Higher Education
JF - Studies in Higher Education
IS - 9
ER -