Aligning seminars with Bologna requirements: reciprocal peer tutoring, the solo taxonomy and deep learning

Changes in public policy, such as the Bologna Process, require students to be equipped with multifunctional competencies to master relevant tasks in unfamiliar situations. Achieving this goal might imply a change in many curricula toward deeper learning. As a didactical means to achieve deep learnin...

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Bibliographic Details
Published in:Studies in higher education (Dorchester-on-Thames) 2016-09, Vol.41 (9), p.1674-1691
Main Authors: Lueg, Rainer, Lueg, Klarissa, Lauridsen, Ole
Format: Article
Language:English
Subjects:
Academic Degrees
Alignment (Education)
Bologna Process
Case Studies
Comparative Analysis
Constructivism (Learning)
Correlation
Curricula
deep learning
Denmark
educational expansion
Europe
Focus Groups
Foreign Countries
Higher Education
Independent Study
International Cooperation
Learning
Likert Scales
Mixed Methods Research
National Standards
Outcomes of Education
Peer Teaching
Peer tutoring
Public policy
Questionnaires
reciprocal peer tutoring
Seminars
student activation
Student Surveys
Taxonomy
Teaching Methods
Tutoring
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Summary:Changes in public policy, such as the Bologna Process, require students to be equipped with multifunctional competencies to master relevant tasks in unfamiliar situations. Achieving this goal might imply a change in many curricula toward deeper learning. As a didactical means to achieve deep learning results, the authors suggest reciprocal peer tutoring (RPT); as a conceptual framework the authors suggest the SOLO (Structure of Observed Learning Outcomes) taxonomy and constructive alignment as suggested by Biggs and Tang. Our study presents results from the introduction of RPT in a large course. The authors find that RPT produces satisfying learning outcomes, active students, and ideal constructive alignments of the seminar content with the exam, the intended learning outcomes, and the requirements of the Bologna Process. Our data, which comprise surveys and evaluations from both faculty and students, suggest that RPT fosters deeper learning than does teacher-led instruction. Based on these findings, the authors also offer guidelines regarding how to implement RPT and how to overcome barriers.
ISSN:0307-5079
1470-174X
DOI:10.1080/03075079.2014.1002832