Course evaluation matters: Improving students' learning experiences with a peer-assisted teaching programme
Document Type
Journal Article
Publisher
Taylor & Francis (Routledge)
School
Centre for Learning and Development
RAS ID
21525
Abstract
In the rapidly changing global higher education sector, greater attention is being paid to the quality of university teaching. However, academics have traditionally not received formal teacher training. The peer-assisted teaching programme reported on in this paper provides a structured yet flexible approach for peers to assist each other in reinvigorating and refining their teaching practice. Academics participated in this national, multi-institutional trial for varied reasons: the majority voluntarily, others to increase low student evaluation of course scores and some as part of a graduate certificate teaching qualification. Here we report on how academics used the scheme, and the teaching areas they focused on. Student evaluation of course scores increased in the majority of courses, suggesting the changes made had a positive effect on students' learning experiences. The experiences of the multi-institutional trial reported here may benefit others considering such a scheme to reinvigorate and refine teaching practice and improve course evaluation scores.
DOI
10.1080/02602938.2014.895894
Access Rights
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Comments
Carbone A., Ross B., Phelan L., Lindsay K., Drew S., Stoney S., Cottman C. (2015). Course evaluation matters: improving students' learning experiences with a peer-assisted teaching programme. Assessment and Evaluation in Higher Education, 40(2), 165-180 Available here