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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| Format: | Article |
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Society for Teaching and Learning in Higher Education
2015-12-01
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| Series: | Canadian Journal for the Scholarship of Teaching and Learning |
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| Online Access: | http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/9 |
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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 |
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1725500753267654656 |