A Peer-Assisted Teaching Scheme to Improve Units with Critically Low Student Satisfaction: Opportunities and Challenges

Autor/in	Carbone, Angela
Titel	A Peer-Assisted Teaching Scheme to Improve Units with Critically Low Student Satisfaction: Opportunities and Challenges
Quelle	In: Higher Education Research and Development, 33 (2014) 3, S.425-439 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2013.841644
Schlagwörter	Foreign Countries; College Instruction; College Students; Satisfaction; Student Attitudes; Courses; Pilot Projects; Teacher Leadership; College Faculty; Program Effectiveness; Focus Groups; Course Evaluation; Teacher Improvement; Coaching (Performance); Australia + Suchen Sie Ihr Suchwort? Ausland; Hochschullehre; Collegestudent; Zufriedenheit; Schülerverhalten; Kursangebot; Pilot project; Modellversuch; Pilotprojekt; Lehrerfunktionsstelle; Fakultät; Australien
Abstract	This paper outlines a peer-assisted teaching scheme (PATS) which was piloted in the Faculty of Information Technology at Monash University, Australia to address the low student satisfaction with the quality of information and communication technology units. Positive results from the pilot scheme led to a trial of the scheme in other disciplines. The trial was supported by an Australian Learning and Teaching Council Teaching Fellowship grant. Specifically, this fellowship was designed to (a) improve the quality of student satisfaction within identified units and (b) build leadership capacity using currently recognised outstanding teachers. PATS builds on the current research that highlights the benefits of peer-assisted learning programmes and draws on Vygotsky's sociocultural theory and Lave's situated learning literature but applies it to academic teaching staff. Data are collected via unit evaluation instruments and focus group sessions. The effectiveness of the scheme is measured via changes in unit evaluation ratings and a thematic analysis of the focus group data. Results show an overall improvement in student satisfaction of the quality of units and highlight both the opportunities and challenges PATS provides academics for teaching improvement. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10