Bridging the Experiential Learning Gap: An Evaluation of the Impacts of Ulster University's Senior Student Tutoring Scheme on First Year Students

Since 2004-05 first year students at the School of Environmental Sciences, Ulster University have engaged with senior student tutors (SSTs) in workshop activities aimed at preparations for their written examinations. Using a pedagogical action research methodology we evaluated the role of SSTs in br...

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Bibliographic Details
Published inJournal of university teaching & learning practice Vol. 12; no. 2
Main Author Eaton, Martin D
Format Journal Article
LanguageEnglish
Published University of Wollongong 01.01.2015
Subjects
Achievement Gains
Action Research
Attendance
Barriers
College Freshmen
College Seniors
Comparative Testing
Environmental Education
Experiential Learning
Foreign Countries
Individual Development
Ireland
Learning Activities
Performance Based Assessment
Phenomenology
Qualitative Research
Questionnaires
Self Efficacy
Statistical Analysis
Student Attitudes
Student Participation
Student Surveys
Success
Teaching Assistants
Test Preparation
Transfer of Training
Tutorial Programs
Tutors
Workshops
Ireland
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Summary:Since 2004-05 first year students at the School of Environmental Sciences, Ulster University have engaged with senior student tutors (SSTs) in workshop activities aimed at preparations for their written examinations. Using a pedagogical action research methodology we evaluated the role of SSTs in bridging the experiential learning gap between practitioners and recipients. Analysis suggested positive associations between workshop participation, examination success and improved module marks. Surveys showed that first year students gained confidence, were less intimidated and empowered with revision and examination techniques. The SSTs gained valuable insights, tutoring experience and an evidence base useful to their career paths. Discussion focused upon risk-averse first year students who grasped and then transformed the experiences of the SSTs into successful examination performance. It is argued that our SSTs have helped to bridge the experiential learning gap and made inter-collegiate connections that would have been less-likely in a formal, teaching staffled situation. Faculty suffering from examination related student progression problems could, therefore, benefit from adopting this locally controlled, low cost, small-scale, tailor-made, peer assisted tutoring scheme.
ISSN:1449-9789
1449-9789
DOI:10.53761/1.12.2.6