Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 425 - 439 |
| Number of pages | 15 |
| Journal | Higher Education Research and Development |
| Volume | 33 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2014 |
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A peer-assisted teaching scheme to improve units with critically low student satisfaction: opportunities and challenges. / Carbone, Angela.
In: Higher Education Research and Development, Vol. 33, No. 3, 2014, p. 425 - 439.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - A peer-assisted teaching scheme to improve units with critically low student satisfaction: opportunities and challenges
AU - Carbone, Angela
PY - 2014
Y1 - 2014
N2 - This paper outlines a peer-assisted teaching scheme (PATS) which was piloted in the Faculty of Information Technology at Monash University, Australia to address the low student satisfaction with the quality of information and communication technology units. Positive results from the pilot scheme led to a trial of the scheme in other disciplines. The trial was supported by an Australian Learning and Teaching Council Teaching Fellowship grant. Specifically, this fellowship was designed to (a) improve the quality of student satisfaction within identified units and (b) build leadership capacity using currently recognised outstanding teachers. PATS builds on the current research that highlights the benefits of peer-assisted learning programmes and draws on Vygotsky s sociocultural theory and Lave s situated learning literature but applies it to academic teaching staff. Data are collected via unit evaluation instruments and focus group sessions. The effectiveness of the scheme is measured via changes in unit evaluation ratings and a thematic analysis of the focus group data. Results show an overall improvement in student satisfaction of the quality of units and highlight both the opportunities and challenges PATS provides academics for teaching improvement.
AB - This paper outlines a peer-assisted teaching scheme (PATS) which was piloted in the Faculty of Information Technology at Monash University, Australia to address the low student satisfaction with the quality of information and communication technology units. Positive results from the pilot scheme led to a trial of the scheme in other disciplines. The trial was supported by an Australian Learning and Teaching Council Teaching Fellowship grant. Specifically, this fellowship was designed to (a) improve the quality of student satisfaction within identified units and (b) build leadership capacity using currently recognised outstanding teachers. PATS builds on the current research that highlights the benefits of peer-assisted learning programmes and draws on Vygotsky s sociocultural theory and Lave s situated learning literature but applies it to academic teaching staff. Data are collected via unit evaluation instruments and focus group sessions. The effectiveness of the scheme is measured via changes in unit evaluation ratings and a thematic analysis of the focus group data. Results show an overall improvement in student satisfaction of the quality of units and highlight both the opportunities and challenges PATS provides academics for teaching improvement.
UR - http://www.tandfonline.com/doi/pdf/10.1080/07294360.2013.841644
U2 - 10.1080/07294360.2013.841644
DO - 10.1080/07294360.2013.841644
M3 - Article
VL - 33
SP - 425
EP - 439
JO - Higher Education Research and Development
JF - Higher Education Research and Development
SN - 0729-4360
IS - 3
ER -