TY - JOUR

T1 - Aligning seminars with Bologna requirements

T2 - reciprocal peer tutoring, the solo taxonomy and deep learning

AU - Lueg, Rainer

AU - Lueg, Klarissa

AU - Lauridsen, Ole

PY - 2016/9/1

Y1 - 2016/9/1

N2 - Changes in public policy, such as the Bologna Process, require students to be equipped with multifunctional competencies to master relevant tasks in unfamiliar situations. Achieving this goal might imply a change in many curricula toward deeper learning. As a didactical means to achieve deep learning results, the authors suggest reciprocal peer tutoring (RPT); as a conceptual framework the authors suggest the SOLO (Structure of Observed Learning Outcomes) taxonomy and constructive alignment as suggested by Biggs and Tang. Our study presents results from the introduction of RPT in a large course. The authors find that RPT produces satisfying learning outcomes, active students, and ideal constructive alignments of the seminar content with the exam, the intended learning outcomes, and the requirements of the Bologna Process. Our data, which comprise surveys and evaluations from both faculty and students, suggest that RPT fosters deeper learning than does teacher-led instruction. Based on these findings, the authors also offer guidelines regarding how to implement RPT and how to overcome barriers.

AB - Changes in public policy, such as the Bologna Process, require students to be equipped with multifunctional competencies to master relevant tasks in unfamiliar situations. Achieving this goal might imply a change in many curricula toward deeper learning. As a didactical means to achieve deep learning results, the authors suggest reciprocal peer tutoring (RPT); as a conceptual framework the authors suggest the SOLO (Structure of Observed Learning Outcomes) taxonomy and constructive alignment as suggested by Biggs and Tang. Our study presents results from the introduction of RPT in a large course. The authors find that RPT produces satisfying learning outcomes, active students, and ideal constructive alignments of the seminar content with the exam, the intended learning outcomes, and the requirements of the Bologna Process. Our data, which comprise surveys and evaluations from both faculty and students, suggest that RPT fosters deeper learning than does teacher-led instruction. Based on these findings, the authors also offer guidelines regarding how to implement RPT and how to overcome barriers.

KW - Bologna Process

KW - deep learning

KW - educational expansion

KW - reciprocal peer tutoring

KW - student activation

KW - Management studies

UR - http://www.scopus.com/inward/record.url?scp=84924301265&partnerID=8YFLogxK

U2 - 10.1080/03075079.2014.1002832

DO - 10.1080/03075079.2014.1002832

M3 - Journal articles

AN - SCOPUS:84924301265

VL - 41

SP - 1674

EP - 1691

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 9

ER -