NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1167949
Record Type: Journal
Publication Date: 2018
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-8756-7555
EISSN: N/A
Student Pedagogical Teams: Students as Course Consultants Engaged in Process of Teaching and Learning
Hayward, Lorna; Ventura, Susan; Schuldt, Hilary; Donlan, Pamela
College Teaching, v66 n1 p37-47 2018
Faculty engage in "pedagogical solitude," in which they plan, teach, and assess their work alone. To optimize teaching environments and learning outcomes, students can serve as "student pedagogical teams" (SPT) and provide feedback on instructor performance, course structure, and content. Using self-determination theory, this study explored the experiences of students serving on SPTs, faculty perceptions, and impact on class motivation. Mixed methods design. Two sections of Psychosocial Aspects incorporated SPTs, while two did not. SPTs administered five two-minute papers to obtain feedback shared with faculty at three points during the semester. All sections completed the Motivated Strategies for Learning Questionnaire (MSLQ) pre-/post-semester. SPTs completed midterm and final reflections, and faculty reflected after each SPT-faculty meeting. Results confirmed serving on SPTs gave students a voice, increased motivation, appreciation for the complexity of teaching and respectful communication. Faculty gained a wider perspective on classroom practice. MSLQ results indicated that test anxiety increased U = 547, p = 0.00, a2 = 0.05 for the control groups. Intrinsic value was higher for the experienced instructor U=150, p = 0.04, a2 = 0.05; and self-regulation was greater for the experimental sections U = 664, p = 0.03, a2 = 0.05. Using SPTs, faculty can establish classroom environments that facilitate students' internal motivation, active learning, and ultimately their intellectual development.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A