Journal article
Peer assisted teaching scheme and participative action learning - Action Research: A winning combination
Action Learning and Action Research Journal, Vol.21(2), pp.122-149
2015
Abstract
This study evolved as the third cycle of a specific action research project to improve teaching skills and the student experience. The overall aim was to promote deeper, work-relevant learning through implementing a new method of assessment (data from the previous action research cycles indicated that the former assessment task promoted rote and surface learning). The study, supported by a peer assisted teaching scheme, combined participative action learning-action research (PALAR) and to change an assessment piece from a traditional multi-choice test to an innovative work integrated learning audio recording task that tested application of theory to a simulated real-world task. Domestic and international students (119) in an international marketing course collaborated in teams to develop skills in radio interviewing. Student responses to the change were assessed quantitatively (a specific question in the formal student feedback instrument) and qualitatively (open-ended questionnaires and a focus group). Of the 88 respondents to the specific question, 60% thought the task was moderately, very or extremely important to their learning. Major themes from the NVivo qualitative analysis were teamwork, engagement and communication; creative and deeper learning experiences; practical and work-related assessment; and enjoyable and fun learning. Further action research cycle adaptations of the assessment will increase engagement and deepen learning.
Details
- Title
- Peer assisted teaching scheme and participative action learning - Action Research: A winning combination
- Authors
- Leone Cameron (Author) - University of the Sunshine Coast - Faculty of Arts and Business
- Publication details
- Action Learning and Action Research Journal, Vol.21(2), pp.122-149
- Publisher
- Action Learning Action Research Association Inc.
- Date published
- 2015
- ISSN
- 1326-964X
- Copyright note
- Copyright © 2015 Action Learning, Action Research Association Inc www.alarassociation.org All rights reserved. Reproduced here with permission.
- Organisation Unit
- University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99449341902621
- Output Type
- Journal article
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