![]() ![]() For this, we provide insight into student group reports, students’ learning reports, a lesson time table, seminar evaluations, focus group interviews, teacher-student communication and course descriptions. We document both the in-classroom methods of instruction before and after the implementation of RPT and the methods and instruments used to monitor this change. The object of our documentation is thus a seminar before and after didactical restructuring in a Danish setting. This student body is quite diverse, international and multilinguistic with different cultural expectations and knowledge standards.At the same time, the Danish HE tradition with its low degree of formality and an affinity towards collaborative learning, allows for non-traditional instruction styles as an answer to such heterogeneity. Departing from Bourdieuian concepts and the notion of “superdiversity” by Vertovec, we argue that teachers have to meet student requirements within Danish Higher Education (HE). This case study documents a seminar redesign from a teacher-centered instruction format to the collaborative ‘reciprocal peer tutoring’ (RPT) at Aarhus University, Denmark.
0 Comments
Leave a Reply. |