Type:

Other

Description:

In 1995, cooperative learning tutorials were introduced into large first year physics classes at the University of Sydney. This paper describes the effect of these cooperative learning tutorials, called Workshop Tutorials, on student learning from both a quantitative and qualitative point of view. It was found that students attending more than half the total number of tutorials scored significantly better over the year than those attending less than half. Student reaction was almost wholly positive, with particular mention made of the voluntary nature of the tutorials as well as the use of practical, 'hands on' demonstrations within the tutorials.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

Student Attitudes,NSDL,Computer Assisted Instruction,Active Learning,Instructional Innovation,Foreign Countries,Physics Education Research,General Physics,Social Sciences,Graduate/Professional,Science Instruction,University of Sydney (Australia),Higher Education,Undergraduate (Lower Division),Computers,Tutorial Programs,Physics,Computing and Information,Instructional Effectiveness,Individual Instruction,Large Group Instruction,oai:nsdl.org:2200/20061003065449813T,Education Practices,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education,Technology,Cooperative Learning,Teaching Methods

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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