Undergraduate Students' Perspectives on the Value of Peer-Led Discussions
With a view to improving the quality of class discussions of assigned articles, I implemented a new way of organizing small group seminars in an undergraduate early childhood education course. The seminars were led by student facilitators and had a balance of accountability and autonomy. Mid-way t...
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Society for Teaching and Learning in Higher Education
2015-12-01
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doaj-4bfedf9bb58e4ef2ba9817f3c684e7e92020-11-24T23:43:58ZengSociety for Teaching and Learning in Higher EducationCanadian Journal for the Scholarship of Teaching and Learning 1918-29021918-29022015-12-0163112http://dx.doi.org/10.5206/cjsotl-rcacea.2015.3.9Undergraduate Students' Perspectives on the Value of Peer-Led DiscussionsMonica E. McGlynn-Stewart0George Brown College of Applied Arts and TechnologyWith a view to improving the quality of class discussions of assigned articles, I implemented a new way of organizing small group seminars in an undergraduate early childhood education course. The seminars were led by student facilitators and had a balance of accountability and autonomy. Mid-way through the course, the students reflected anonymously on the experience of the seminars. They identified a variety of cognitive and social benefits of the seminars as well as key components that could be applied in a variety of post-secondary settingshttp://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/9collaborative learningstudent facilitationundergraduate education |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Monica E. McGlynn-Stewart |
spellingShingle |
Monica E. McGlynn-Stewart Undergraduate Students' Perspectives on the Value of Peer-Led Discussions Canadian Journal for the Scholarship of Teaching and Learning collaborative learning student facilitation undergraduate education |
author_facet |
Monica E. McGlynn-Stewart |
author_sort |
Monica E. McGlynn-Stewart |
title |
Undergraduate Students' Perspectives on the Value of Peer-Led Discussions |
title_short |
Undergraduate Students' Perspectives on the Value of Peer-Led Discussions |
title_full |
Undergraduate Students' Perspectives on the Value of Peer-Led Discussions |
title_fullStr |
Undergraduate Students' Perspectives on the Value of Peer-Led Discussions |
title_full_unstemmed |
Undergraduate Students' Perspectives on the Value of Peer-Led Discussions |
title_sort |
undergraduate students' perspectives on the value of peer-led discussions |
publisher |
Society for Teaching and Learning in Higher Education |
series |
Canadian Journal for the Scholarship of Teaching and Learning |
issn |
1918-2902 1918-2902 |
publishDate |
2015-12-01 |
description |
With a view to improving the quality of class discussions of assigned articles, I implemented a new way of
organizing small group seminars in an undergraduate early childhood education course. The seminars were led
by student facilitators and had a balance of accountability and autonomy. Mid-way through the course, the
students reflected anonymously on the experience of the seminars. They identified a variety of cognitive and
social benefits of the seminars as well as key components that could be applied in a variety of post-secondary
settings |
topic |
collaborative learning student facilitation undergraduate education |
url |
http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/9 |
work_keys_str_mv |
AT monicaemcglynnstewart undergraduatestudentsperspectivesonthevalueofpeerleddiscussions |
_version_ |
1725500753267654656 |