What Do Students Learn From Facilitating the Learning Process of Younger Students?

Author(s):

Amelie FougnerBrita UtneHenning Tønnesson

Conference:

ECER 2008

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 03C, Teaching and Learning in Higher Education (Part 2)

Paper Session

Time:

2008-09-10

14:00-15:30

Room:

B2 215

Chair:

Laurence Edward Lomas

Contribution

Being a professional child welfare worker involves learning counselling skills. While teachers traditionally conduct this curriculum, the ‘ quality reform ‘ in higher education in Norway restructured this teaching model by focussing more on the responsibility of students for their own learning and that of others. This article examines the question of whether teachers can help third year students use the counselling skills that they have acquired, as peer tutors of first year students. A group of teachers created a research project making third year students responsible for teaching a five-day compulsory seminar involving group-work and role-play. As supervisors, teachers are responsible for administration and curriculum.

Method

The project’s methodology is action research in the field of learning and practical pedagogy. Qualitative evaluation forms answered by 90 student tutors between 2002 and 2006. Qualitative and quantitative (SPSS) evaluation forms answered by 400 students (tutees) between 2002 and 2007. Interviews with 12 student tutees(2007)

Expected Outcomes

Peer-tutor evaluation forms revealed tendencies towards creating transitional learning communities, an exploratory approach to learning, a more secure feeling of knowledge, leadership-capabilities and towards learning by teaching. Peer tutee evaluation forms revealed a tendency to a greater degree of activity in the learning situation compared to activity in a traditional university classroom.

References

Bruffee, Kenneth A.:(1999) Collaborative Learning, Higher Education, Interdependence and the Authority of Knowledge, John Hopkins University Press Baltimore and London Boud, David, Cohen, Ruth & Sampson, Jane:(2001) Peer learning in higher education- learning from and with each other. Kogan page UK Dysthe, Olga (red):(1999) Ulike perspektiv på læring og læringsforskning. Cappelen Akademiske forlag Oslo Dysthe, Olga(red):(2001)Dialog, Samspel og Læring Abstrakt forlag Oslo Falchikov, Nancy:(2001)Learning together-Peer tutoring in higher education Routledge Falmer London, New York Eikeland, Olav: (2006): “The Validity of Action Research – Validity in Action Research”, pp.193-240 in Aagaard Nielsen, and Svensson, (eds.) (2006): Action And Interactive Research – Beyond Theory and Practice, Maastricht and Aachen: Shaker Publishing. Fougner, Amelie:(2003) Om selvrefleksjon-Studenters refleksjoner over egen faglig og personlig utvikling ved barnevernpedagogutdanningen 1998-2000 HiO-rapport nr 4 O`Donnell, A.M & King, A.(eds):(1999) Cognitive Perspectives on Peer Learning Lawrence Erlbaum Ass., publishers New Yersey London Tiller, Tom, (red):(2005): Aksjonsforskning i skole og utdanning. Kristiansand S.: Høyskoleforlaget Torbert, Willian R., :(1976): Creating a Community of Inquiry- Conflict, Collaboration, Transformation. London:John Wiley & Sons.

Author Information

Amelie Fougner

Oslo University College

Dept. of Social Sciences

Oslo

158

Brita Utne

Oslo University College, Department of Social Sciences, Norway; Ullevåll universitetssykehus

Henning Tønnesson

Oslo University College, Department of Social Sciences, Norway

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