Title

Course evaluation matters: Improving students' learning experiences with a peer-assisted teaching programme

Document Type

Journal Article

Publisher

Taylor & Francis (Routledge)

Faculty

Centre for Learning and Development

School

Centre for Learning and Development

RAS ID

21525

Comments

This article was originally published as: Carbone A., Ross B., Phelan L., Lindsay K., Drew S., Stoney S., Cottman C. (2014). Course evaluation matters: improving students' learning experiences with a peer-assisted teaching programme. Assessment and Evaluation in Higher Education. Original article available here

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

Not open access

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