Collaborative problem solving in student learning
Alexander, W Robert J; McDougall, R Stuart
It had been apparent to teaching staff of our department for some time that the tutorial system in place for large introductory-level classes was not functioning optimally. Tutorials were re-designed around problem solving and applications of theory, undertaken by students in small groups. Assessment was also re-designed in keeping with the changed course emphasis. In evaluating the success or otherwise of this change in the approach to the conduct of tutorials, we used both quantitative and qualitative techniques. The qualitative responses of both students and tutors were very positive. Quantitative evidence of improved outcomes is harder to adduce, but we did find sufficient evidence to encourage us to extend the changes to other large classes.
Publisher: University of Otago
Series number: 110
Research Type: Discussion Paper