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- Nilsson, Galina, 1960-, et al.
(författare)
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Using peer-assisted learning in mathematics and physics in higher education in Sweden and Russia
- 2010
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Ingår i: British Educational Research Association conference 2010. ; , s. 0581-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper explores students' experience of peer tutor system in Mathematics and Physics education in two contrasting settings. The first one is a traditional classroom environment with a teacher centred educational process, the other is tutorials in the higher education where a range of student-centred teaching and learning methods has already been introduced [1-3].The education systems in Europe are facing new challenges in preparing young people for their social and professional integration, successful career and personal development in the modern knowledge-based society. The implementation of this task influences approaches to teaching and learning in so far as greater emphasis is placed on learner, learning outcomes and student competence. As a consequence, the old educational paradigm and didactical approaches which stress knowledge acquisition are being replaced by new pedagogical approaches with a focus on students and their learning process, particular on meeting learning outcomes and students' competence development.The appropriate choice of teaching methods is instrumental to a successful implementation this task. Fostering effective teaching and learning methods such as discussions, group work, case studies, problem-based learning, peer-assisted learning and critical thinking facilitates the acquisition of professional skills and competences.This paper explores the opportunities for fostering peer assisted learning (PAL) in teaching Physics at A-level and in delivering Mathematics at the university level. The study was carried out at University Väst, Sweden and School No 99 (with profound mathematics and physics education, in association with Moscow State Institute of Radio-engineering, Electronics and Automation), Moscow, Russia. The Physics education curriculum in this school corresponds to the first year curriculum in the UK and Swedish universities.There is a substantial body of literature on the PAL methodology. [e.g. 4, 5]. PAL is an example of a student-to student support scheme grounded in collaborative learning. PAL is aimed to improve student performance and to develop a range of study skills through creating an informal environment for learning. This method has been applied across a range of disciplines and is becoming an important part in programmes' delivery.The carried out research had the following objectives:to explore opportunities for fostering PAL in traditional classroom and in university practice to enhance students' performance.to evaluate and compare the quality of students' experience of using PAL in both settings;to analyse the challenges teachers face in implementing innovative approaches to teaching and learning in two different settings. MethodologyOur study was carried out in 2008. 31 A-level student studying Physics and 42 first year students on the 'Land Surveyors' undergraduate programme participated in this study. PAL sessions have been incorporated into the Physics subject and 'Core Mathematics' module delivery. The lectures were delivered in a traditional way; several PAL sessions were introduced during tutorials.The students worked in groups of five. A-level students were grouped according to their performance. The university students were randomly divided into groups.A peer tutor from the same student cohort was assigned to each group and trained. Peer tutors were selected from the more advanced students. The tutors decided themselves which teaching method they were going to use.The questionnaire was designed to evaluate the students' learning experience. In addition, the peer tutors were interviewed. The results of the survey were statistically analysed and compared with the previous test results.FindingsOur findings showed that all A-level students and over 60% of the students at University Vast evaluated PAL method as useful and valuable. The students highly rated collaboration with peers and commented that it was easier to ask questions, get support and explanation. Over 80% of A-level students and over 50% of university students felt that PAL stimulated their activity. They felt that they were more in control of their learning and found it more enjoyable. However, the university students, having experienced the use of problem based learning (PBL), rated PBL higher than PAL.Both student samples positively evaluated the peer tutors' performance.Our study showed that the number of students enrolled on the course, the choice of peer tutors and timing of the sessions are crucial for the successful implementation of PAL. The test results showed an improvement in student grades.The paper concludes with recommendations for fostering PAL.ReferencesNilsson G. and Luchinskaya E. "Problem-based Learning and competence development: a Case Study of Teaching Mathematics to Computer Science Students", Journal of Research in Teacher Education, 2007, No 3. p 13-21.Nilsson G. and Luchinskaya E, "Developing students' competences through problem based learning: a case study of delivering 'Decision Mathematics' module on Computer Science programme". Paper presented at the British Educational Research Association Conference BERA 2008, Edinburgh, September, 2008Luchinskaya E., Nilsson G. and Williams C., "Developing students' competences in the light of Bologna process: the responses from Sweden and Russia". Paper presented at the European Educational Research Conference, ECER 2008, Gothenburg, Sweden, September 2008.Peer Assisted Learning, Topping, K. and Ehly, S. (Eds.), Lawrence Erlbaum, 1998 Journal of Educational and Psychological Consultation, Volume 12, Issue 2 June 2001 , pages 113 - 132Peer Learning in Higher Education. Learning from & with each other. Boud D., Cohen R. and Sampson J.(Eds.) Kogan Page, 2001.
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| 2. |
- Nilsson, Galina, 1960-, et al.
(författare)
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Using peer-assisted learning in Sweden and Russia : preparing active citizens for their future professional life
- 2010
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Ingår i: NERA’s 38th Congress.. - Malmö : Nordic Educational Research Association (NERA). ; , s. 129-130
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/aim: This paper evaluates and compares students’ and academics’ experience of peer tutor system in Mathematics and Physics education in two contrasting settings. The first one is a traditional classroom environment with a teacher centred educational process (Russia), the other is tutorials in the higher education where a range of student-centred teaching and learning methods has already been introduced (Sweden). The education systems in Europe including Scandinavia are facing new challenges in preparingyoung people for their social and professional integration, successful career and personal development in the modern knowledge-based society. The implementation of this task influences approaches to teaching and learning in so far as greater emphasis is placed on learner, learning outcomes and student competence. The appropriate choice of teaching methods is instrumental to a successful implementation this task. Theoretical framework: This study is underpinned by the socio-cultural theory of the learning processes which was originally formulated by Vygotsky and is based on the idea that knowledge is socially and culturally constructed. The research has also demonstrated that the teaching practices that teachers adopt affect students’ learning process. Our study adopted teaching methods based on the learning-focused conception. PAL is an example of a student-to student support scheme grounded in collaborative learning. PAL is aimed to improve student performance and to develop a range of study skills through creating an informal environment for learning. This method has been applied across a range of disciplines and is becoming an important part in programmes’ delivery. Methodology/research design: Our study was carried out in 2008. 31 A-level student studying Physics and 42 first year students on the ‘Land Surveyors’ undergraduate programme participated in this study. PAL sessions have been incorporated into the Physics subject and Core Mathematics’ module delivery. The lectures were delivered in a traditional way; several PAL sessions were introduced during tutorials. A-level students were grouped according to their performance. The university students were randomly divided into groups. A peer tutor from the same student cohort was assigned to each group and trained. Peer tutors were selected from the more advanced students. The tutors decided themselves which teaching method they were going to use. The questionnaire was designed to evaluate the students’ learning experience with the focus on competence development. In addition, the peer tutors and both lecturers were interviewed.Expected conclusions/findings: Our findings showed that all A-level students and over 60% of the students at University Vast evaluated PAL method as useful and valuable. The students highly rated collaboration with peers and commented that it was easier to ask questions, get support and explanation. Both groups of students felt that PAL stimulated their activity, that they were more in control of their learning and found it more enjoyable. The evaluation of students’ level of generic and subject specific competences prior to the study and after the study was analysed. The analysis shows that students developed such competences as critical thinking, problem solving, decision making etc which are importance for becoming active members of the society. Our study showed that the number of students enrolled on the course, the choice of peer tutors and timing of the sessions are crucial for the successful implementation of PAL. Relevance for Nordic Educational research: The results of this study enable to identify the ways to further develop student competences which are necessary for their active participation in a democratic society through the use of best practice and knowledge transfer.
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- Nilsson, Galina, 1960-, et al.
(författare)
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Comparative case study of using non-traditional methods in two contrasting educational environments: implementing peer-assisted learning in Sweden and Russia
- 2009
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Ingår i: The European Conference on Educational Research. ECER 2009. ; , s. 1105-
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Konferensbidrag (refereegranskat)abstract
- This paper explores students' experience of peer tutor system in Mathematics and Physics education in two contrasting settings. The first one is a traditional classroom environment with a teacher centred educational process, the other is tutorials in the higher education where a range of student-centred teaching and learning methods has already been introduced [1-3]. The education systems in Europe are facing new challenges in preparing young people for their social and professional integration, successful career and personal development in the modern knowledge-based society. The implementation of this task influences approaches to teaching and learning in so far as greater emphasis is placed on learner, learning outcomes and student competence. As a consequence, the old educational paradigm and didactical approaches which stress knowledge acquisition are being replaced by new pedagogical approaches with a focus on students and their learning process, particular on meeting learning outcomes and students' competence development. The appropriate choice of teaching methods is instrumental to a successful implementation this task. Fostering effective teaching and learning methods such as discussions, group work, case studies, problem-based learning, peer-assisted learning and critical thinking facilitates the acquisition of professional skills and competences. This paper explores the opportunities for fostering peer assisted learning (PAL) in teaching Physics at A-level and in delivering Mathematics at the university level. The study was carried out at University Väst, Sweden and School No 99 (with profound mathematics and physics education, in association with Moscow State Institute of Radio-engineering, Electronics and Automation), Moscow, Russia. The Physics education curriculum in this school corresponds to the first year curriculum in the UK and Swedish universities. There is a substantial body of literature on the PAL methodology. [e.g. 4, 5]. PAL is an example of a student-to student support scheme grounded in collaborative learning. PAL is aimed to improve student performance and to develop a range of study skills through creating an informal environment for learning. This method has been applied across a range of disciplines and is becoming an important part in programmes' delivery. The carried out research had the following objectives: • to explore opportunities for fostering PAL in traditional classroom and in university practice to enhance students' performance. • to evaluate and compare the quality of students' experience of using PAL in both settings; • to analyse the challenges teachers face in implementing innovative approaches to teaching and learning in two different settings.MethodOur study was carried out in 2008. 31 A-level student studying Physics and 42 first year students on the 'Land Surveyors' undergraduate programme participated in this study. PAL sessions have been incorporated into the Physics subject and 'Core Mathematics' module delivery. The lectures were delivered in a traditional way; several PAL sessions were introduced during tutorials. The students worked in groups of five. A-level students were grouped according to their performance. The university students were randomly divided into groups. A peer tutor from the same student cohort was assigned to each group and trained. Peer tutors were selected from the more advanced students. The tutors decided themselves which teaching method they were going to use. The questionnaire was designed to evaluate the students' learning experience. In addition, the peer tutors were interviewed. The results of the survey were statistically analysed and compared with the previous test results.Expected OutcomesOur findings showed that all A-level students and over 60% of the students at University Vast evaluated PAL method as useful and valuable. The students highly rated collaboration with peers and commented that it was easier to ask questions, get support and explanation. Over 80% of A-level students and over 50% of university students felt that PAL stimulated their activity. They felt that they were more in control of their learning and found it more enjoyable. However, the university students, having experienced the use of problem based learning (PBL), rated PBL higher than PAL. Both student samples positively evaluated the peer tutors' performance. Our study showed that the number of students enrolled on the course, the choice of peer tutors and timing of the sessions are crucial for the successful implementation of PAL. The test results showed an improvement in student grades. The paper concludes with recommendations for fostering PAL.References1. Nilsson G. and Luchinskaya E. "Problem-based Learning and competence development: a Case Study of Teaching Mathematics to Computer Science Students", Journal of Research in Teacher Education, 2007, No 3. p 13-21. 2. Nilsson G. and Luchinskaya E, "Developing students' competences through problem based learning: a case study of delivering 'Decision Mathematics' module on Computer Science programme". Paper presented at the British Educational Research Association Conference BERA 2008, Edinburgh, September, 2008 3. Luchinskaya E., Nilsson G. and Williams C., "Developing students' competences in the light of Bologna process: the responses from Sweden and Russia". Paper presented at the European Educational Research Conference, ECER 2008, Gothenburg, Sweden, September 2008. 4. Peer Assisted Learning, Topping, K. and Ehly, S. (Eds.), Lawrence Erlbaum, 1998 Journal of Educational and Psychological Consultation, Volume 12, Issue 2 June 2001 , pages 113 - 132 5. Peer Learning in Higher Education. Learning from & with each other. Boud D., Cohen R. and Sampson J.(Eds.) Kogan Page, 2001.
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| 8. |
- Nilsson, Galina, 1960-, et al.
(författare)
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Enhancing student employability prospects through competence development : using non-traditional methods in teaching mathematics in higher education
- 2010
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Ingår i: NERA ‘ s 38 th Congress. - Malmö : Nordic Educational Research Association (NERA). ; , s. 144-144
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/aim: This paper analyses student and academic experience in generic and subject specific competence development to evaluate the potential of using problem-based learning (PBL) and peer-assisted learning (PAL) in raising student employability prospects. The fast pace of technological advancements, interdisciplinary work organisation and globalisation of the work market are the main features of the modern knowledge-based society. Equipping students with competences that are required for their social and professional integration, successful career and personal development is becoming a key mission of the higher education sector. Fostering effective teaching and learning methods facilitates the acquisition of professional skills and competences. This paper explores the opportunities for implementing PBL and PAL in delivering mathematics on a range of programmes at the University Väst in Sweden focusing on the development of generic and subject specific competences. Theoretical framework: This study is underpinned by the socio-cultural theory of the learning processes which was originally formulated by Vygotsky and is currently experiences a tremendous peak of its popularity. PBL encourages deeper learning via meaning construction and connecting ideas. It stimulates collaborative knowledge building process among participants and develops self-directed learning. PAL is an example of a student-to student support scheme grounded in collaborative learning. PAL is aimed to improve student performance and develop a range of study skills through creating an informal environment for learning. The introduction of both methods into the educational process independently and at the same has a broad potential. Methodology/research design: Our study was carried out in the University Väst, Sweden in 2005-2009. The first year students on the ‘Land Surveyors’ and ‘Computer Science’ undergraduate programme participated in this study. Two pedagogical methods — PBL and a combination of PBL and PAL were incorporated into the mathematics modules delivery. The lectures were delivered in a traditional way; PBL and PAL were used throughout tutorials. The students were solving applied mathematical problems working in small groups. The problems selected were aimed to acquire a set of competences relevant to their future career. To evaluate the outcomes of this study, a questionnaire consisted of multiple choice and openended questions was designed where the students could comment on their learning experience. The interviews with tutors were conducted. The study has drawn a comparison between the development of particular competences and the use of PBL, PAL and traditional methods. Expected conclusions/findings: The results showed that the students evaluated PAL and PBL methods as useful and valuable. The students indicated that have developed problem solving skills, advanced their analytical skills and ability to apply mathematical tools. These competences are important for their future employment. The students highly rated collaboration with peers. It was noted that the selection of the problems, the number of students enrolled on the course, the choice of peer tutors, the way how training sessions are organised, the number and timing of the sessions are crucial for the successful implementation of PAL and PBL. Relevance for Nordic Educational research: Higher education systems in Europe including Scandinavia are facing new challenges in raising employability of students. The appropriate choice of teaching methods is instrumental to a successful implementation of this task. The paper concludes with recommendations for fostering PAL and PBL as they represent a useful educational tool which encourages the development of generic and subject specific competences.
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| 9. |
- Nilsson, Galina, 1960-, et al.
(författare)
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Using Problem-based and Peer-assisted Learning in Teaching Mathematics to University Students : Focus on Competence Development
- 2009
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Ingår i: British Educational Research Association conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The harmonisation and internationalisation of higher education systems in Europe driven by the principles encapsulated in the Bologna Declaration [1] are offering new agendas for educators. The shift towards a student centred educational paradigm with the focus on learning outcomes and acquired competences highlights various ways in which this process can be mediated. An appropriate choice of teaching methods is instrumental to a successful educational process. The use of different teaching and learning styles such as discussions, group work, case studies, problem-based learning (PBL), peer-assisted learning (PAL) and critical thinking enables deeper engagement of learners within the learning process and at the same time facilitates the acquisition of professional skills and competences [2, 3].The paper assesses the impact of PAL and PBL methods applied in teaching Mathematics to students on the 'Land Surveyors' programme, on student experience across generic and subject specific competence development.The carried out research had the following objectives:To plan and select tasks for tutorials where students can practise PBL;To design and implement several PAL sessions to facilitate the development of problem solving skills;To design questionnaires to evaluate the quality of student experience;To analyse the challenges university teachers face in implementing innovative approaches to teaching and the competence development.There is a substantial body of literature on the PAL [e.g. 4] and PBL methodology [e.g. 5, 6]. PAL is an example of a student-to student support scheme grounded in collaborative learning. PAL is aimed to improve student performance and develop a range of study skills through creating an informal environment for learning. At the same time PBL encourages deeper learning via meaning construction and connecting ideas. It stimulates collaborative knowledge building process among participants and develops self-directed learning. The introduction of both methods into the educational process at the same has a broad potential.Our study was carried out in the University Väst, Sweden during 9 weeks in 2008. The 'Core Mathematics' module (7.5 credits) is one of the cornerstone modules of the 'Land Surveyors' programme curriculum. The competences acquired by students while on this module are fundamental for the future study. 42 first year students on the 'Land Surveyors' undergraduate programme participated in this study. Two pedagogical methods – PAL and PBL have been incorporated into the programme delivery. PBL method has been already introduced before in University Vast in Computer Science programmes [7] and this method was highly appreciated by students. In order to introduce PBL and PAL methods into the course design and to stimulate student involvement in the educational process, it was decided to keep a traditional layout of lectures but to change the way seminars were conducted. PBL method was used throughout the tutorials but three PAL sessions were introduced at the end of the course.The students were solving applied mathematical problems working in small groups of five. The selection of problems was based on the relevance of the competences acquired through this activity to their future career. The introduction of PAL and PBL methods was focused in particular on the developing problem-solving and analytical skills as well as developing ability to formulate the problem mathematically. A peer tutor from the same student cohort was assigned to each group and training sessions for them were organised. To evaluate the outcomes of this study, the questionnaire was designed where the students could evaluate their learning experience. In addition, the peer tutors were interviewed. The results of the survey were statistically analysed. The results showed that the students evaluated PAL and PBL methods as useful and valuable. The students positively evaluated the peer tutors' performance. They thought that the group leaders were well-prepared, competent and could clearly explain the problems to peers.The analysed data indicated that over 60 percent of the students estimated that have developed problem solving skills, while 35 percent indicated that they advanced their analytical skills and ability to apply mathematical tools. The students highly rated working in groups and commented on the positive effects of collaboration with peers. In their comments they pointed out that it was easier for them to ask questions, get support and explanation The students perceived the use of PAL and PBL approaches as a useful contribution to their learning experience.The introduction of non-traditional methods into educational process creates new challenges for tutors. The selection of the problems, the number of students enrolled on the course, the choice of peer tutors, the way how training sessions are organised, the number and timing of the sessions are crucial for the successful implementation of the PAL and PBL.In conclusion, this study demonstrates that the use PAL and PBL was rewarding and overall well received by the students at University Vast. The results of the final exams showed an improvement in student grades compared to previous years. The opportunity of implementing a more individual and flexible approach to the educational process led to improved generic and subject specific competences.References 1. The Bologna Declaration of 19 June 1999 http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/MDC/BOLOGNA_DECLARATION1.pdf2. Moon, J. (2002) The module and programme development handbook. London: Kogan Page.3. Ramsden, P. (2003) Learning to teach in higher education (2nd ed). New York: Routledge Falmer.4. Peer Assisted Learning, Topping, K. and Ehly, S. (Eds.), Lawrence Erlbaum, 19985. Dahlgren, M. (2003) PBL through the looking glass: Comparing applications in computer engineering, psychology, physiotherapy. International Journal of Engineering Education, 19 (5), 672-681.6. Dahlgren. L. O. (1998) "Problembaserat lärande - Idé, Praktik Och Effeter", Linköpings Universitet.Nilsson G. and Luchinskaya E. "Developing Competences Using Problem-based Learning: a Case Study of Teaching Mathematics to Computer Science Students", Journal of Research in Teacher Education, 2007, No 3. p 13-21.
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