Planning and teaching for effective learning
Contextual Background
Students value one-to-one tutorials, but in terms of policy and course management, this format does not optimise student learning time (SLT). While student experience improves with one-to-one tutorials (based on NSS results and anecdotal feedback), many students do not utilise these sessions. The challenge in course approval and planning is to modify the delivery of tutorials to maximise SLT while ensuring that all students benefit equitably.
A logical solution is to introduce mandatory small-group tutorials, which raises key considerations:
- What learning outcomes (LOs) can be intentionally supported through mandatory group tutorials?
- How can we differentiate mandatory small-group tutorials from other similar learning activities, such as Design Forums?
- With an average of 110 students in their final year on BAPID, delivering longer-format mandatory small-group tutorials will need to be spread over several weeks, even months.
- A practical concern is that students will be at different stages in their projects, and some may prefer to meet with tutors at specific points—for example, during design development rather than early-stage research.
Evaluation
A key strategy in addressing these challenges is to analyse learning activities in relation to the intended LOs. This includes assessing the distinct roles and overlaps of supervised studio group work (at various project stages), Design Forums and small-group tutorials.
By mapping these activities against learning outcomes, we can clarify how they contribute to student learning and where they build on one another.
Another goal is to foster a more cohesive learning environment that encourages students to engage critically. A common issue is that students often remain passive in group activities. While we must be sensitive to student anxieties and experiences that may affect participation, a multi-modal approach to small-group tutorials could offer alternative ways for students to engage comfortably.
Moving Forwards
Peer Learning Opportunities: In Peer Learning, “students take responsibility for their educational experience, rather than being dependent on, and subordinate to, the teacher (Rubin & Herbert 2010)” (Coorey 2016). Small-group settings have the potential to catalyse peer learning, but do not guarantee participation. Developing strategies to ensure active engagement is critical, as peer learning supports both student thinking and professional development. Coorey (2016) highlights that peer learning is a critical skill, as it enables students to take turns as both teacher and learner, strengthening communication and collaboration skills. Research indicates that students working in small groups “tend to outperform their peers in key areas, including knowledge development, critical thinking and social skills, and overall course satisfaction” (2016).
In addition, peer teaching fosters confidence and self-esteem (Coorey, 2016). However, individual characteristics such as introversion, anxiety, intelligence, and sociability can impact participation in peer learning situations. It is the tutor’s role to facilitate cooperation and tactfully address barriers to engagement. Five essential elements must be utilised for peer learning to reach its full potential: positive inter-dependence, individual and group accountability, face-to-face interaction, appropriate use of social skills and group processing (Johnson & Johnson 2008). We will explore how these elements might be achieved in a hypothetical example:
Structured Crits and Small Group Tutorials. The challenge of providing 1:1 tutorials equitably with large class sizes (100+), means small group tutorials are an opportunity to better support specific learning outcomes and augment student experience. In BAPID Unit 9, LOs 1, 3 and 5 (as they are currently written) can be developed through structured small group tutorials. Assuming an example of small groups of 3-4 students and 1 tutor, students can be asked to prepare a short agenda for the group in advance for what they would like to review with their time (i.e., individual and group accountability). In addition, questions prompts for eliciting and receiving feedback can be provided by the tutor in advance to students, supporting those who might be anxious or unsure how to constructively engage (i.e., appropriate use of social skills and group processing). Furthermore, advanced agenda-setting and allowing students to define what they would like to get out of the peer learning session (i.e., positive inter-dependence), can hopefully help students think critically about their work and develop invaluable group communication skills, whilst helping them understand communication styles that are personally useful.
References
Coorey, J. (2016) ‘Active Learning Methods and Technology: Strategies for Design Education’, International Journal of Art & Design Education, 35(3), pp. 337–347. doi:10.1111/jade.12112.
Johnson, D.W. and Johnson, R.T. (2008) ‘Cooperation and the use of technology’, in Spencer, D. (ed.) Handbook of Research on Educational Communications and Technology. 3rd edn. New York: Taylor & Francis, pp. 401–418.