Students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies

Räisänen, Milla; Postareff, Liisa; Lindblom‐Ylänne, Sari

doi:10.1007/s10212-020-00512-2

Cited by 31 publications

(22 citation statements)

References 43 publications

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“…In terms of pedagogical planning, teachers would benefit from the analysis results concerning all their students. For instance, peer support can help students in higher education to develop selfregulation skills, decreasing or allowing better management of study-related exhaustion [41]. Thus, it would be worthwhile for the teacher to identify the different experiences of peer support to provide means and opportunities for students to actualized supportive collaboration.…”

Section: C: Teacher's Perspectivementioning

confidence: 99%

Explainable Student Agency Analytics

Saarela¹,

Heilala²,

Jääskelä³

et al. 2021

IEEE Access

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Several studies have shown that complex nonlinear learning analytics (LA) techniques outperform the traditional ones. However, the actual integration of these techniques in automatic LA systems remains rare because they are generally presumed to be opaque. At the same time, the current reviews on LA in higher education point out that LA should be more grounded to the learning science with actual linkage to teachers and pedagogical planning. In this study, we aim to address these two challenges. First, we discuss different techniques that open up the decision-making process of complex techniques and how they can be integrated in LA tools. More precisely, we present various global and local explainable techniques with an example of an automatic LA process that provides information about different resources that can support student agency in higher education institutes. Second, we exemplify these techniques and the LA process through recently collected student agency data in four courses of the same content taught by four different teachers. Altogether, we demonstrate how this process-which we call explainable student agency analytics-can contribute to teachers' pedagogical planning through the LA cycle.

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Section: C: Teacher's Perspectivementioning

confidence: 99%

Explainable Student Agency Analytics

Saarela¹,

Heilala²,

Jääskelä³

et al. 2021

IEEE Access

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“…Apart from academic support, social exchange with fellow students can provide social support in formal as well as in informal settings (Boud 2014), e.g. by developing self-regulation skills (Räisänen et al 2020) and self-monitoring (de Backer et al 2015). Therefore we suppose the study constraints mentioned above to increase academic exhaustion.…”

Section: K H3mentioning

confidence: 99%

Keep on Learning

2021

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Since the onset of the Corona pandemic in early 2020, teaching and learning at universities has changed profoundly due to the measures aimed at contact reduction. The present study aims to evaluate online teaching in political science from a students’ perspective. Based on a quantitative online survey, an evaluation of sub-facets of online teaching compared with classroom teaching has been measured.Moreover, three impact factors on the global evaluation level have been identified and tested. Study constraints are supposed to influence online teaching evaluation negatively. Dialogue with lecturers as well as social exchange with fellow students are assumed to have a favourable effect. A mediating role of academic exhaustion is hypothesised to explain the effect of these factors on teaching evaluations both for online lectures and online seminars.Our data support the assumed negative effect of study constraints on teaching evaluation and a positive effect of social exchange. Dialogue with lecturers has no significant impact. While the relationship between study constraints and evaluation is fully mediated, the impact of social exchange is partly mediated by academic exhaustion. These interrelationships are evident for both online lectures and online seminars. Practical implications for future teaching in political science are discussed.

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“…PT is believed to help students learn effectively and is an important addition to the repertoire of teaching and learning activities that can improve the quality of education (Boud, 2001) but is not a substitute for teaching and activities designed and conducted by teachers trained for teaching. In order for it to be successful, it is not enough to focus on the cognitive aspect, as the social aspect plays a significant role in the success of PT (Engels et al, 2018;Räisänen et al, 2020).…”

Section: Peer Teachingmentioning

confidence: 99%

Learn from Each Other: A Peer-Teaching Model

Gal

Fallik

2021

INTERDISCIP J ENV SCI ED

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The aim of the study was to examine the degree of competence of the teaching-learning goals as formulated by the elementary-school staff members and the expression of these goals in science classes, in which peer teaching takes place, from the students' point of view. As part of this peer teaching, fellow teachers who were assigned from among the students were in charge of teaching the rest of the class that had been divided into groups of four to five. The research adapted mix-methods, which helped to answer the following questions: a). What are the teaching-learning goals of the school staff at Tzemach School that engages in the peer teaching approach combined with traditional teaching? b). How are teaching-learning goals formulated by the peer-teaching school staff in science classes described from the students' point of view? The research tools used included interviews with teachers, interviews with group leaders, focus groups, observations, and drawing analyses. The findings indicate that there is a gap between teachers' perceptions of peer teaching and students' perceptions of peer teaching. Teachers placed greater emphasis on the cognitive aspects, while the students paid more attention to the social-emotional and behavioral aspects. Despite these gaps, students are interested in continuing to study through peer teaching, provided the presence of the accompanying teacher is more significant. Based on the existing model for peer teaching at Tzemach School and according to the findings of the study, a desirable model for integrating peer teaching was developed, which can aid in implementation of the approach for any age and in any another scholastic subject.

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Students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies

Cited by 31 publications

References 43 publications

Explainable Student Agency Analytics

Explainable Student Agency Analytics

Keep on Learning

Learn from Each Other: A Peer-Teaching Model

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