More documents from Macmillan, John; Mclean, Monica J.
More documents from Active Learning in Higher Education

Export to your Reference Manger

Please Copy & Paste



Bookmark and Share

Making first-year tutorials count

[journal article]

Macmillan, John; Mclean, Monica J.

Citation Suggestion

Please use the following Persistent Identifier (PID) to cite this document:

Further Details
Abstract This article reports the design and effects of a practical, pedagogic experiment motivated by the wish to encourage greater ‘active learning’ in first-year tutorials along with a range of other learning skills, in particular the practice of ‘good’ argumentation. The project has its roots in a formal accredited programme in teaching and learning that provided frameworks for thinking about how to change the assessment regime and in a measure of dissatisfaction with the existing, ‘conventional’ organization of the tutorial as a site of learning. The aim was to create an environment in which the students prepared thoroughly for each tutorial, engaged in challenging discussion, and reflected on what and how they were learning. The method employed was to centre the assessment regime on the tutorial itself in conjunction with frequent and rapid feedback on student work.
Keywords argumentation
Free Keywords active learning; feedback; formative assessment; information technology; reflection;
Document language English
Publication Year 2005
Page/Pages p. 94-105
Journal Active Learning in Higher Education, 6 (2005) 2
Status Postprint; peer reviewed
Licence PEER Licence Agreement (applicable only to documents from PEER project)