A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

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Lecturing to large groups ❘ 71 Stuart, J and Rutherford, R (1978) Medical student concentration during lectures. The Lancet, 2: 514–516. Sweller, J (2007) Visualisation and instructional design. Available online at http://lwmkmrc.de/workshops/visualisation/sweller.pdf (accessed 28 April 2007). FURTHER READING Evans, E (2007) See above. This is a compelling report of research undertaken over a period of time in four universities, which highlights how students value the lecture. Race, P (2007) See above. A comprehensive hints and tips collection for effective lecturing.
6 Teaching and learning in small groups Sandra Griffiths BACKGROUND AND DEFINITION In the UK there have been numerous attempts to define precisely what is meant by small group teaching in higher education (Abercrombie, 1970; Bligh, 1986). From a historical perspective, some of these attempts were linked to the fact that small group teaching often took place in association with the lecture method. Many of the aims and practices of small group teaching reflected this link. This led to the view that this approach existed only insofar as it supported the proper business of teaching: the formal lecture (see Chapter 5). Today ‘small groups’ are often larger than they were. Attempts to define the concept using the words ‘seminar’ and ‘tutorial’ are problematic. These names are used both with different meanings and interchangeably. Some writers abandon their use in favour of the term ‘group discussion’. The use of group discussion is congruent with a major objective of the activity, that is to teach students to think and to engage with their own and others’ learning through the articulation of views and understanding (Stenhouse, 1972; Bligh, 1986). In this chapter, consideration is given to the enormous and unique potential of the small group to promote learning. It is viewed as an exciting, challenging and dynamic method open to use in a variety of forms and to serve a range of purposes appropriate to different disciplines. Therefore terms will be explored in their most diverse and flexible forms. The process is identified not as a didactic one but rather as a participative experience, in which students are encouraged to take responsibility, along with tutors, for their own learning. Small group teaching and learning with similar aims can also take place online (see Chapter 7). This chapter does not aim to embrace the topic of the assessment of student learning which emerges from small groups. This is considered further in Chapter 10, including in a case study. There are a number of useful peer assessment studies and case studies on the Higher Education Academy website (HEA, 2007). The report of a project on peer tutoring and peer assessment at the University of Ulster is also useful (Griffiths et al., 1996), as is Boud et al., (2001). ❘ 72 ❘
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A Handbook for Teaching and Learnin
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First edition published 1999 Second
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vi ❘ Contents 8 Teaching and lear
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Illustrations FIGURES 2.1 The Kolb
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Contributors THE EDITORS Heather Fr
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xii ❘ Contributors David Gosling
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xiv ❘ Contributors Tina Overton i
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xvi ❘ Contributors Chris Lawn, Qu
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Foreword It is a pleasure to write
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1 A user’s guide Heather Fry, Ste
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A user’s guide ❘ 5 The book has
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A user’s guide ❘ 7 IN CONCLUSIO
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Understanding student learning ❘
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Supporting student learning ❘ 121
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Assessing student learning ❘ 133
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Supervising projects and dissertati
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Supervising research students ❘ 1
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Quality, standards and enhancement
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Evaluating courses and teaching ❘
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15 Teaching in the disciplines Deni
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Teaching in the disciplines ❘ 217
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Experimental sciences ❘ 227 under
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Experimental sciences ❘ 229 for E
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Experimental sciences ❘ 231 • T
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Experimental sciences ❘ 233 ensur
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Experimental sciences ❘ 235 • m
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Experimental sciences ❘ 237 Anoth
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Experimental sciences ❘ 239 • D
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Experimental sciences ❘ 241 • s
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Experimental sciences ❘ 243 withi
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Experimental sciences ❘ 245 Quali
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Mathematics and statistics ❘ 247
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Engineering ❘ 265 Interrogating p
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Engineering ❘ 267 Case study 1: 2
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Engineering ❘ 269 The curriculum
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Engineering ❘ 271 assessments (qu
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Engineering ❘ 273 Case study 4: N
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Engineering ❘ 275 in a handbook,
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Engineering ❘ 277 2007c). Make su
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Engineering ❘ 279 All subject cen
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Engineering ❘ 281 Unistats (2007)
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Computing science ❘ 283 satellite
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Computing science ❘ 285 skill is
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Computing science ❘ 287 that they
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Computing science ❘ 289 Group wor
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Computing science ❘ 291 Controlli
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Computing science ❘ 293 Interroga
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Computing science ❘ 295 moderates
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Computing science ❘ 297 student b
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Computing science ❘ 299 ‘commun
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Arts, humanities and social science
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21 Key aspects of teaching and lear
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Languages ❘ 325 weaknesses. A cle
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Languages ❘ 327 INSIGHTS FROM WOR
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Languages ❘ 329 TOWARDS A COMMUNI
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Languages ❘ 331 and put them to u
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Languages ❘ 333 for different pur
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Languages ❘ 335 • Voting system
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Languages ❘ 337 prove whether tra
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Languages ❘ 339 carries much pote
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Languages ❘ 341 pronunciation, vo
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Languages ❘ 343 Coleman, J and Kl
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The visual arts ❘ 347 support stu
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The visual arts ❘ 349 submitted i
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The visual arts ❘ 351 With some p
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The visual arts ❘ 353 CASPAR coul
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The visual arts ❘ 355 of an artis
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The visual arts ❘ 357 All these t
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The visual arts ❘ 359 LOCATIONS F
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The visual arts ❘ 361 tacit knowl
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Enhancing learning in legal educati
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Accounting, business and management
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Economics ❘ 407 teaching material
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Economics ❘ 409 The other area wh
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Economics ❘ 411 software then mar
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Economics ❘ 413 of knowledge and
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Economics ❘ 415 Technology, this
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Economics ❘ 417 Interrogating pra
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Economics ❘ 419 ways of making th
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Economics ❘ 421 to contribute to
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Economics ❘ 423 International Rev
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Medicine and dentistry ❘ 425 •
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Medicine and dentistry ❘ 427 prac
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Medicine and dentistry ❘ 429 demo
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Medicine and dentistry ❘ 431 •
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Medicine and dentistry ❘ 433 The
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Medicine and dentistry ❘ 435 Inte
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Medicine and dentistry ❘ 437 (Kne
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Medicine and dentistry ❘ 439 We h
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Medicine and dentistry ❘ 441 In t
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Medicine and dentistry ❘ 443 of t
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Medicine and dentistry ❘ 445 The
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Medicine and dentistry ❘ 447 Neuf
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Nursing and midwifery ❘ 451 and l
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Nursing and midwifery ❘ 453 Super
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Nursing and midwifery ❘ 455 The a
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Nursing and midwifery ❘ 457 the a
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Nursing and midwifery ❘ 459 will
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Nursing and midwifery ❘ 461 nursi
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Nursing and midwifery ❘ 463 role
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Nursing and midwifery ❘ 465 Briti
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Part 3 Enhancing personal practice
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470 ❘ Enhancing personal practice
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Glossary This glossary provides two
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Glossary ❘ 501 spoon-fed. May als
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Glossary ❘ 503 can be paper-based
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Glossary ❘ 505 iGoogle A personal
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Glossary ❘ 507 MSN Messenger Atoo
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Glossary ❘ 509 Programme specific
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Glossary ❘ 511 Strategic approach
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Index Locators in bold refer to fig
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Index ❘ 515 routes 486-90, 495-6;
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Index ❘ 517 mathematics 266, 267;
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Index ❘ 519 Lancaster University
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Index ❘ 521 objective structured
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Index ❘ 523 Queen Mary, Universit
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Index ❘ 525 UK Professional Stand
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