A model of blended teaching which encourages collaborative learning

Honeychurch, S. and Barr, N. (2011) A model of blended teaching which encourages collaborative learning. In: ALT-C 2011 Thriving in a Colder and More Challenging Climate, Leeds, UK, 6-8 Sep 2011, p. 42.

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Publisher's URL: https://www.alt.ac.uk/altc/alt-c-2011


This ePoster will discuss a model of collaborative learning which enhances traditional tutorials. During the first semester of the academic year 2010- 2011 a project was funded by a grant from the Higher Education Academy to develop and implement a method of collaborative learning for first year philosophy tutorials by using a Moodle Forum and Moodle Wikis in addition to face-to-face tutorials. This project was inspired by Aronson’s “jigsaw classroom” technique, which is a way of turning groups into small groups, allowing all students to become subject experts and to teach and be taught by their peers. Students in tutorial groups of fifteen were split into three sub-groups of five students, with each sub-group being given a particular question about the tutorial topic to focus on each week, and each sub-group having a dedicated wiki, viewable only by that group. Tutorial materials were delivered via a Moodle Forum and the three Moodle Wikis prior to the tutorial and students were encouraged to post answers to the tutorial questions before attending a tutorial (Moodle is the VLE used at the university). During the tutorial, each sub-group had ten minutes to discuss their answers and nominate a spokesperson. Each sub-group of five then presented to whole of the tutorial group and taught them what they had learned. By the end of each tutorial, each individual student had built a model answer to whole of the tutorial topic, covering more ground than would have otherwise been possible. This poster will discuss the project findings. It will display detailed feedback from students in the form of written comments. Students said that they felt comfortable discussing new ideas, that they felt this model of learning was enjoyable and that it facilitated productive learning. The tutor found that students engaged with the academic subject from an early stage and were more confident in their academic abilities than in previous years. The combination of using wikis with face-to-face meetings facilitated a scaffolded approach to learning and teaching, with the tutor intervening less as the course progressed, suggesting that this model is worth adopting for other courses.

Item Type:Conference Proceedings
Glasgow Author(s) Enlighten ID:Honeychurch, Dr Sarah and Barr, Mr Niall
Authors: Honeychurch, S., and Barr, N.
Subjects:L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
College/School:University Services > Learning and Teaching Services Division
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