Learning to teach and teaching to learn: A small-group tutorial model enhances postgraduate tutors’ and tutees’ academic experience

TY - JOUR

T1 - Learning to teach and teaching to learn

T2 - A small-group tutorial model enhances postgraduate tutors’ and tutees’ academic experience

AU - Strawbridge, Rebecca

AU - Mountford-Zimdars, Anna

AU - Fernandes, Cathy

AU - Tognin, Stefania

AU - Koutsantoni, Katerina

AU - Hodgman, Carolyn

AU - Williams, Brenda P

AU - Kravariti, Eugenia

AU - Komarraju, Meera

AU - Lea, Susan J

AU - Yiend, Jenny

PY - 2022/3/15

Y1 - 2022/3/15

N2 - There is a lack of feasible, standardized approaches to enhance postgraduate academic experience using active learning in current resource-constrained higher education (HE). We developed and implemented a novel peer-based small-group tutorial model derived from separate strands of pedagogical theory and evidence.Designed to be mutually beneficial, the model was tested through delivery of 5-6 hourly sessions to tutorial groups comprising postgraduate taught student tutees (n = 101) and postgraduate research tutors (n = 24; senior peers) from a psychology faculty of a UK Russell Group university. Mixed-methods pre-post assessments included bespoke and standardized questionnaires plus thematic analysis of written feedback.Benefits were reported by both tutors and tutees, including increased motivation and knowledge, praise of the flexible and interactive environment. Tutees experienced general and specific learning improvements, while tutors’ confidence and enjoyment in teaching increased.Our validation of a clearly-articulated model for effective senior/junior-peer tutorial delivery progresses knowledge of small-group learning and may enhance academic experiences for our learners and future teachers.

AB - There is a lack of feasible, standardized approaches to enhance postgraduate academic experience using active learning in current resource-constrained higher education (HE). We developed and implemented a novel peer-based small-group tutorial model derived from separate strands of pedagogical theory and evidence.Designed to be mutually beneficial, the model was tested through delivery of 5-6 hourly sessions to tutorial groups comprising postgraduate taught student tutees (n = 101) and postgraduate research tutors (n = 24; senior peers) from a psychology faculty of a UK Russell Group university. Mixed-methods pre-post assessments included bespoke and standardized questionnaires plus thematic analysis of written feedback.Benefits were reported by both tutors and tutees, including increased motivation and knowledge, praise of the flexible and interactive environment. Tutees experienced general and specific learning improvements, while tutors’ confidence and enjoyment in teaching increased.Our validation of a clearly-articulated model for effective senior/junior-peer tutorial delivery progresses knowledge of small-group learning and may enhance academic experiences for our learners and future teachers.

UR - http://www.scopus.com/inward/record.url?scp=85132303020&partnerID=8YFLogxK

U2 - https://doi.org/10.1016/j.ijedro.2022.100153

DO - https://doi.org/10.1016/j.ijedro.2022.100153

M3 - Article

SN - 0883-0355

VL - 3

JO - International Journal of Educational Research

JF - International Journal of Educational Research

M1 - 100153

ER -