Student pair work as a tool to promote active learning among students in Kosovo

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F18%3A00111094" target="_blank" >RIV/00216224:14230/18:00111094 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.seda.ac.uk/resources/files/publications_255_Ch11_Student_pair_work_as_a_tool_to_promote_active_learning_Voca.pdf" target="_blank" >https://www.seda.ac.uk/resources/files/publications_255_Ch11_Student_pair_work_as_a_tool_to_promote_active_learning_Voca.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Student pair work as a tool to promote active learning among students in Kosovo

Popis výsledku v původním jazyce

In this chapter, I present the outcomes of a teaching innovation project that was designed for the Cultural Psychology course offered at AAB College in Kosovo. Cultural Psychology is a mandatory course for students in the psychology degree programme and is attended by forty to seventy students. The aims of this course are (1) to introduce students to the main concepts and theories of cultural psychology and their applications and (2) to enhance students’ capacity to understand and analyze cultural influences on human behaviour. The course consists of fifteen lectures offered on a weekly basis. My responsibilities for the course were to design and teach the course, including assessing students. Students usually remain passive in this course, which could be due to the preferred teaching method in our college. Teaching large groups is mainly done using the traditional lecturing format. The instructor is expected to transmit information to students though lectures using PowerPoint slides. Instructors most often use multiple choice or some other form of written tests to assess students. These neither require nor encourage students to become actively involved in the learning process. To address the challenge of the low level of student activity, I used pair work and asked students to engage with the material presented during the lecture to stimulate their participation and learning. I expected that pair work would have a positive impact on both the quantity and quality of students’ participation in the classroom. I also assumed that students engaged in pair work would acquire more knowledge of the course material than students who learnt via the traditional lecturing format. I found that pair work had a positive impact on the quantity of students’ participation in the classroom and that students who participated in pair work learnt more than their peers who were exposed to lecturing only. Pair work had a positive, although limited, impact on the quality of students’ participation in the classroom because most student questions and comments focused on the clarification, understanding and application of concepts rather than on analysis, synthesis or evaluation.

Název v anglickém jazyce

Student pair work as a tool to promote active learning among students in Kosovo

Popis výsledku anglicky

In this chapter, I present the outcomes of a teaching innovation project that was designed for the Cultural Psychology course offered at AAB College in Kosovo. Cultural Psychology is a mandatory course for students in the psychology degree programme and is attended by forty to seventy students. The aims of this course are (1) to introduce students to the main concepts and theories of cultural psychology and their applications and (2) to enhance students’ capacity to understand and analyze cultural influences on human behaviour. The course consists of fifteen lectures offered on a weekly basis. My responsibilities for the course were to design and teach the course, including assessing students. Students usually remain passive in this course, which could be due to the preferred teaching method in our college. Teaching large groups is mainly done using the traditional lecturing format. The instructor is expected to transmit information to students though lectures using PowerPoint slides. Instructors most often use multiple choice or some other form of written tests to assess students. These neither require nor encourage students to become actively involved in the learning process. To address the challenge of the low level of student activity, I used pair work and asked students to engage with the material presented during the lecture to stimulate their participation and learning. I expected that pair work would have a positive impact on both the quantity and quality of students’ participation in the classroom. I also assumed that students engaged in pair work would acquire more knowledge of the course material than students who learnt via the traditional lecturing format. I found that pair work had a positive impact on the quantity of students’ participation in the classroom and that students who participated in pair work learnt more than their peers who were exposed to lecturing only. Pair work had a positive, although limited, impact on the quality of students’ participation in the classroom because most student questions and comments focused on the clarification, understanding and application of concepts rather than on analysis, synthesis or evaluation.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Early career academics' reflections on learning to teach in Central Europe

ISBN

9781902435633

Počet stran výsledku

9

Strana od-do

112-120

Počet stran knihy

187

Název nakladatele

SEDA

Místo vydání

London

Kód UT WoS kapitoly

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