Small Group Teaching: Perceptions and Problems

Bogaard, Amy; Carey, Sabine C.; Dodd, Gwilym; Repath, Ian; Whitaker, Richard

doi:10.1111/j.1467-9256.2005.00236.x

Cited by 15 publications

(9 citation statements)

References 3 publications

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“…Prior work around flipped classroom teaching and related areas can be brought to bear here; e.g., [2] highlight a number of "small group teaching" techniques, noting how their efficacy is perceived by teachers and students. The "justin-time teaching" approach [4] may be useful in the context of making the best of synchronous sessions, which requires students to engage in a short activity on their own after going over some preview material and before coming to a live class.…”

Section: Discussionmentioning

confidence: 99%

Online Delivery of Intensive Software Engineering Education during the COVID-19 Pandemic

Barr

Nabi

Somerville

2020

2020 IEEE 32nd Conference on Software Engineering Education and Training (CSEE&T)

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The COVID-19 pandemic has resulted in widespread changes to how the higher education sector operates. In this paper, the experience of delivering an eight-week undergraduate Software Engineering programme during the pandemic is discussed. The programme in question exhibits a number of unique features, including the intensive nature of the teaching, and the timing of its delivery, which coincided almost exactly with the introduction of lockdown measures. Reflections are offered on the rapid transition to online delivery of three different modules, including consideration of students' wellbeing. The implications for Software Engineering education, and online education more broadly, are considered.

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Section: Discussionmentioning

confidence: 99%

Online Delivery of Intensive Software Engineering Education during the COVID-19 Pandemic

Barr

Nabi

Somerville

2020

2020 IEEE 32nd Conference on Software Engineering Education and Training (CSEE&T)

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“…Mass lectures due to their sheer size tend to limit student participation and interaction and can therefore lead to passive learning. However, the use of small group tutorials to complement mass lectures allows for greater interaction and deep learning (Boggard et al, 2005).…”

Section: Signature Pedagogiesmentioning

confidence: 99%

Expanding Political Science's Signature Pedagogy: The Case for Service Learning

Harris

2011

Eur Polit Sci

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Signature pedagogies have been defined as 'types of teaching that organize the fundamental ways in which future practitioners are educated for their profession' (Schulman, 2005: 3). Applying Schulman's definition of signature pedagogies to political science, this article notes that as an academic discipline it does not seek to train students for a specific profession. It also recognises that political science's signature pedagogy is similar to those traditionally associated with the social sciences and humanities: mass lectures, small tutorials and private study. In recent times newer pedagogies such as problem-based learning, experiential learning and service learning have been introduced in political science programmes to marry theory and practice and promote critical thinking and independent learning. This article focuses on one such approach, service learning, assessing the contribution it can make to teaching in political science with reference to an analysis of its effects in a postgraduate module on democratic civic education in University College Cork, Ireland.

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“…In addition, a low staff-to-student ratio, a high entry level for the students and the fact that the University of Glasgow is a research-intensive environment contribute to building an identity as an engineering researcher or innovator; becoming a "world-changer" as the university community prides. Small-group teaching is found to help develop an active learning environment, as the instructor has a better chance for clarifying points made in lectures, helping the students gain a more comprehensive understanding and fostering discussion and communication of ideas [14]. The contained size of the class and lab-based sessions (split into small working groups of four to eight undergraduate students each) works well in helping to encourage discussion of problems and seeking peers' feedback.…”

Section: Introductionmentioning

confidence: 99%

Floodopoly: Enhancing the Learning Experience of Students in Water Engineering Courses

Valyrakis

Latessa

Koursari

et al. 2020

Fluids

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This study focuses on the utilisation of lab-based activities to enhance the learning experience of engineering students studying water engineering and geosciences courses. Specifically, the use of “floodopoly” as a physical model demonstration in improving the students’ understanding of the relevant processes of flooding, infrastructure scour and sediment transport, and improve retention and performance in simulation of these processes in engineering design courses, is discussed. The effectiveness of lab-based demonstration is explored using a survey assessing the weight of various factors that might influence students’ performance and satisfaction. It reveals how lab-centred learning, overall course success is linked with student motivation and the students’ perception of an inclusive teaching environment. It also explores the effectiveness of the implementation of student-centred and inquiry-guided teaching and various methods of assessment. The analysis and discussion are informed by students’ responses to a specifically designed questionnaire, showing an improvement of the satisfaction rates compared to traditional class-based learning modules. For example, more students (85%) reported that they perceived the lab-based environment as an excellent contribution to their learning experience, while less students (about 57%) were as satisfied for a traditional class-based course delivery. Such findings can be used to improve students’ learning experience by introducing physical model demonstrations, similar to those offered herein.

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Small Group Teaching: Perceptions and Problems

Cited by 15 publications

References 3 publications

Online Delivery of Intensive Software Engineering Education during the COVID-19 Pandemic

Online Delivery of Intensive Software Engineering Education during the COVID-19 Pandemic

Expanding Political Science's Signature Pedagogy: The Case for Service Learning

Floodopoly: Enhancing the Learning Experience of Students in Water Engineering Courses

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