scholarly journals Peer tutors as learning and teaching partners: a cumulative approach to building peer tutoring capacity in higher education

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Sherran Clarence
Keyword(s):  
Higher Education ◽  
Peer Tutoring ◽  
Peer Tutors ◽  
Learning And Teaching

scholarly journals Intercultural peer tutoring competences as a part of learning development in an international higher education context

2016 ◽  
Author(s):  
Jannike Hille ◽  
Gundula Gwenn Hiller ◽  
Stefanie Vogler-Lipp
Keyword(s):  
Higher Education ◽  
Peer Tutoring ◽  
Peer Tutors ◽  
Intercultural Learning ◽  
Internationalisation Of Higher Education ◽  
Considerable Impact ◽  
Learning Development ◽  
European University ◽  
Innovative Concept

In the framework of the internationalisation of Higher Education (HE), this case study exposes the innovative concept of training intercultural peer tutors, and its implications. We will argue which skills are considered as specific intercultural peer tutoring competences and why these are important for the learning development in internationalised learning contexts. After a short description of the intercultural peer tutoring training at the European University Viadrina (EUV) and its theoretical basis, we will present the findings of a study accompanying the beginning phase of the training, which will demonstrate what kind of competences intercultural peer tutors develop in addition to those associated to classical peer tutoring. The paper will show that this specific training, focusing on intercultural peer tutoring, has a considerable impact on students’ own intercultural learning progress and also substantially prepares them to support the learning development of fellow international students.

scholarly journals Comparison of peer-tutor and librarian feedback for the literature search component of a medical school research course

2019 ◽  
Vol 40 (1) ◽  
Author(s):  
Suzanne Maranda ◽  
Sandra Halliday ◽  
Heather E. Murray ◽  
Alexandra Cooper
Keyword(s):  
Medical Students ◽  
Focus Groups ◽  
Peer Tutoring ◽  
Online Survey ◽  
Literature Search ◽  
Peer Assessment ◽  
Peer Tutors ◽  
Learning And Teaching ◽  
Peer Tutor ◽  
Literature Searches

Introduction: The aim of this study is to compare the peer tutor and librarian feedback on second year medical students’ literature search skills as part of a research course at Queen’s University, Kingston, Ontario, Canada. Methods:  Student peer tutors and medical librarians each assessed a sample of literature searches for a culminating project. Two separate student cohorts were evaluated, and the marked rubrics were compared. Students also participated in focus groups. An online survey was sent to a third cohort of students who did not work with peer tutors, but instead met with librarians one-on-one to discuss their literature searches. Results: There was a measurable difference in the mark agreement between the peer tutors and the librarians. Unsurprisingly, librarians identified important errors and omissions unseen by the peer tutors. Peer tutors found the process of peer assessment very useful for their own learning and teaching skill development, however, the non-peer tutor students did not appreciate the value of this methodology. After peer tutoring was discontinued, the survey feedback was very positive about the value of the individual librarian consultations. Discussion: Medical students conducting a research project need to perform thorough literature searches. Although librarians found the consultations time-consuming, they found that the consultations improved searches more than having students receive help from peer tutors in the same class. The surveyed students were positive about the librarian consultation.   Author keywords:  Medical students; critical enquiry; student research; Peer tutoring; Assessment; Program evaluation; Librarian consultations; Information literacy; Focus groups, Online survey.

scholarly journals Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

2021 ◽  
Author(s):  
Chrysi Rapanta ◽  
Luca Botturi ◽  
Peter Goodyear ◽  
Lourdes Guàrdia ◽  
Marguerite Koole
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Strategic Decision ◽  
Expert Advice ◽  
Social Agents ◽  
Learning And Teaching ◽  
University Teachers ◽  
Learning Tasks ◽  
Science And Education

AbstractThe Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first Postdigital Science and Education paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching (OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the ‘forced’ experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.

Active Learning Online

2022 ◽  
Vol 12 (1) ◽  
pp. 1-13
Author(s):  
Viktor Wang ◽  
Leslie Hitch ◽  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Experience ◽  
Thinking Skills ◽  
Strategic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Current Century ◽  
Teaching Goal ◽  
Current Article

Preparing graduates for the present and future workforce is an important strategic learning and teaching goal of higher education. Towards realizing this goal, institutions are expending significant effort promoting active learning as an institution-wide teaching approach. Active learning defined as learners deeply participating in the learning process are being increasingly used in face-to-face contexts, but can it be used just as effectively in the online environments now common in higher education? In their 2017 paper, the authors established that active learning online is certainly possible. In this current article the authors assert that not only is active learning online possible, but that it is a necessity to bolster workforce and higher order thinking skills needed in this current century. Importantly, the faculties have a crucial role to play in implementing active learning online, and active learning online permeate the whole of the online learning experience within courses.

Utilization of E-Resources of the Faculty, Staff Members and Students of Agricultural College and Research Institute, Killikulam

2018 ◽  
Vol 8 (3) ◽  
pp. 100-103
Author(s):  
T. Sundararajan ◽  
P. Balasubramanian
Keyword(s):  
Higher Education ◽  
Easy Access ◽  
Teaching And Research ◽  
Learning And Teaching ◽  
Staff Members ◽  
Research Activities ◽  
Agricultural College ◽  
Library Users ◽  
Intellectual Activities ◽  
Research Institute

Intellectual activities Therefore, most of the universities in our country have started investing profusely to provide better service to their library users through easy access of e-resources for the advancement of learning and teaching and research activities. Agricultural College and Research Nowadays E-resources have essentially become part and parcel of higher education in its entire Institute, Killikulam also has provided quality e-resources for the access of its library users with all required infrastructures. The present study explores the availability of different e-resources, awareness of e-resources, the impediments encountered at the time of accessing the e-resources and the objectives of utilization of e-resources in Agricultural College and Research Institute, Killikulam.

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