"Students Doing It for Themselves": The Role of Informal Study Groups in a Mixed Mode Teacher Education Programme

Autor/in	Bertram, C.
Titel	"Students Doing It for Themselves": The Role of Informal Study Groups in a Mixed Mode Teacher Education Programme
Quelle	In: South African Journal of Higher Education, 17 (2003) 2, S.218-225 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Student Surveys; Informal Education; Interviews; Network Analysis; Academic Support Services; Student Experience; Tutorial Programs; Teacher Education Programs; Group Dynamics; Group Experience; Aptitude Treatment Interaction; Interaction Process Analysis; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Schülerbefragung; Informelle Bildung; Nichtformale Bildung; Interviewing; Interviewtechnik; Netzplantechnik; Studienerfahrung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Gruppendynamik; Prozessanalyse; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The School of Education, Training and Development at the University of Natal, Pietermaritzburg offers a Bachelor of Education (Honours) to practising teachers who already have a four year teaching diploma. The programme is delivered through interactive learning materials and Saturday tutorial sessions. However, interviews and a student survey seem to indicate that informal study groups are as important, if not more important than the formal tutorial sessions for students. 70% of students surveyed are part of an informal study group and a quarter of these groups meet every weekday. Observations of three informal study groups give some insight into the way in which students learn together. The article concludes that while the informal study groups play a very important role in motivating and supporting students, they do not necessarily assist learners in developing a deep approach to learning. In fact for some students, the study groups mean that they in fact do not interact with the learning material at an individual level at all. (Contains 2 tables.) (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10