Participatory Learning as a Student-Centered Teaching Technique during the COVID-19 Pandemic

Autor/in	Mafugu, Tafirenyika
Titel	Participatory Learning as a Student-Centered Teaching Technique during the COVID-19 Pandemic
Quelle	In: Journal of University Teaching and Learning Practice, 20 (2023) 1, Artikel 15 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Student Evaluation; Peer Evaluation; Preservice Teachers; Student Centered Learning; Teaching Methods; Scores; Learning Management Systems; Teaching Skills; COVID-19; Pandemics; Computer Mediated Communication; Cooperative Learning; Group Activities; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Computerkonferenz; Kooperatives Lernen; Gruppenaktivität; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The study aimed to determine if there is a significant difference between peer and lecturer assessment scores and to explore the relationship between peer assessment scores and the study year of preservice teachers. Furthermore, the study explored the effect of Blackboard Collaborate online group presentations on the development of pedagogical skills of undergraduate pre-service teachers. Two hundred and sixty-two peer and lecturer assessment scores were compared, while 53 students completed the Google form survey. A Wilcoxon signed-rank test showed a statistically significant difference between peer scores and lecturer-moderated scores in different courses. However, the test did not show a statistically significant difference in the course N2. There was a statistically significant negative correlation between the study year and the difference in scores. The data revealed that the group presentations and assessment improved the pedagogical and assessment skills of the pre-service teachers. The findings are expected to inform practitioners about group presentation and peer assessment practices and their potential to improve pedagogical and assessment skills for preservice teachers during a period of crisis such as the COVID-19 pandemic. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01