Collaborative learning can be a powerful pedagogic tool. When students are actively engaged in academic-focused discussions and challenge each other’s assumptions, they can create a shared understanding which can enhance metacognition. I have been working in partnership with students, to provide opportunities for collaborative learning to occur outside of formally taught classes. My current research uses constructivist grounded theory methodology and thematic analysis - of focus groups, semi-structured interviews and reflective logs - to explore motivations and barriers to engagement with student-led collaborative learning initiatives. This work has been funded by grants from the Physiological Society and the Higher Education Academy.
When students are actively working together in a group and challenging each other’s assumptions, they can create a shared understanding which can benefit their learning. I have been working closely with students, to provide additional opportunities for collaborative learning outside of formally taught classes. My current research analyses audio-recordings from focus groups and interviews, and written personal student reflections, to explore the reasons why students do or do not choose to participate in optional collaborative learning sessions. This work has been funded by grants from the Physiological Society and the Higher Education Academy.
|Effective start/end date
|3/10/16 → 4/10/21
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