Session Information
24 SES 06 B, Teaching and Learning of Mathematics
Paper Session
Contribution
This paper evaluates and compares the students’ and academics’ experience of peer tutoring system in mathematics and physics for engineers in higher education. The higher education sector has been experiencing a dramatic change during the past decade: it is rapidly expanding both in the number and diversity of students. Student to staff ratio has enormously increased. The students are coming from different ethnic, social, and cultural backgrounds and have different levels of knowledge. The change in higher education from an “elite” to a “mass” system creates new challenges for educators. At the same time, the main features of the modern knowledge-based society, the society we live in, are the fast pace of technological advancements, interdisciplinary work organisation and globalisation of the work market. Educators in Europe are facing new challenges in preparing young people for their social and professional integration, successful career and personal development.
The appropriate choice of teaching methods which meet the demands of the knowledge-based society, influence the learning process and accommodate the needs of young generation is crucial in achieving these tasks. Implementing student-centred approaches in the educational process creates the learning environment which stimulates students’ learning and develops their ability of independent and deep learning [1].
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 [2-4]. On the other hand, 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.
This study is an on-going collaboration between University West, Sweden, Lancaster University, UK and School No. 99, Moscow Russia [5-7]. Our study was carried out in 2008-2009. The Russian educational environment can be characterised as traditional classroom environment with a teacher centred educational process. In the case of Sweden, a range of student-centred teaching and learning methods has already been introduced.
The research carried out had the following objectives:
· To explore opportunities for implementing PAL in traditional classroom and in university settings to enhance students' performance.
· To evaluate and compare the quality of students' experience of using PAL in both settings and at different levels (AS, A levels) in the case of Russian students.
· To analyse the challenges teachers face in implementing innovative approaches to teaching and learning in two different settings.
AS and A-level students studying Physics at the School No. 99 (which specialises in mathematics and physics education), Moscow took part in this research. First year students on the ‘Land Surveyors’ and ‘Mechanical Engineering’ undergraduate programmes from the University West (Sweden) participated in this study.
Method
Expected Outcomes
References
1. Marton,F.,Hounsell, D. and Entwistle, N. (1984) The experience of learning. Edinburgh, Scottish Academic Press 2. Vygotsky, L. S. Mind in society. The development of higher psychological processes. Cambridge, Harvard University Press, 1978 3. Phillips, D. Constructivism in education: Opinions and second opinions on controversial issues. Chicago, IL University of Chicago Press, 2000 4. Light, G., Cox, R., & Calkins, S. (2009) Teaching and learning in higher education: The reflective professional. Thousand Oaks, CA: Sage, 2009. 5. 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. 6. Nilsson G. and Luchinskaya E. Using Problem-based and Peer-assisted Learning in Teaching Mathematics to University Students: Focus on Competence Development. Paper presented at the European Educational Research Conference, ECER 2009, Vienna, Austria, September 2009. 7. Nilsson G. and Luchinskaya E. Comparative case study of using non-traditional methods in two contrasting educational environments: implementing peer-assisted learning in Sweden and Russia. Paper presented at the European Educational Research Conference, ECER 2009, Vienna, Austria, September 2009.
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