Social Learning via Improved Daily Writing Assignments, Implementation of Study Groups, and Well-Structured Daily Class Discussions

Social Learning via Improved Daily Writing Assignments, Implementation of Study Groups, and Well-Structured Daily Class Discussions

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As recent scholarship emphasizes the value of social learning, this article describes a course redesign that sought to encourage such social learning. This multi-year course redesign includes altering a daily writing assignment to make it more specific and to make it a contribution to the learning o...

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Bibliographic Details
Main Author: Shawn R. Tucker
Format: Article
Language:English
Published: Park University 2018-08-01
Series:InSight : A Journal of Scholarly Teaching
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spelling doaj-f828efa7be154c71a00442291a3817732020-11-25T02:58:19ZengPark UniversityInSight : A Journal of Scholarly Teaching1933-48501933-48692018-08-01132839https://doi.org/10.46504/14201802tuSocial Learning via Improved Daily Writing Assignments, Implementation of Study Groups, and Well-Structured Daily Class DiscussionsShawn R. Tucker0Elon UniversityAs recent scholarship emphasizes the value of social learning, this article describes a course redesign that sought to encourage such social learning. This multi-year course redesign includes altering a daily writing assignment to make it more specific and to make it a contribution to the learning of a study group. Data was collected and evaluated to explore the effectiveness of this change. The author also offers reflections on how the course redesign encouraged social learning via study groups and how the redesign made daily class discussions more deliberate and robust.
collection DOAJ
language English
format Article
sources DOAJ
author Shawn R. Tucker
spellingShingle Shawn R. Tucker
Social Learning via Improved Daily Writing Assignments, Implementation of Study Groups, and Well-Structured Daily Class Discussions
InSight : A Journal of Scholarly Teaching
author_facet Shawn R. Tucker
author_sort Shawn R. Tucker
title Social Learning via Improved Daily Writing Assignments, Implementation of Study Groups, and Well-Structured Daily Class Discussions
title_short Social Learning via Improved Daily Writing Assignments, Implementation of Study Groups, and Well-Structured Daily Class Discussions
title_full Social Learning via Improved Daily Writing Assignments, Implementation of Study Groups, and Well-Structured Daily Class Discussions
title_fullStr Social Learning via Improved Daily Writing Assignments, Implementation of Study Groups, and Well-Structured Daily Class Discussions
title_full_unstemmed Social Learning via Improved Daily Writing Assignments, Implementation of Study Groups, and Well-Structured Daily Class Discussions
title_sort social learning via improved daily writing assignments, implementation of study groups, and well-structured daily class discussions
publisher Park University
series InSight : A Journal of Scholarly Teaching
issn 1933-4850
1933-4869
publishDate 2018-08-01
description As recent scholarship emphasizes the value of social learning, this article describes a course redesign that sought to encourage such social learning. This multi-year course redesign includes altering a daily writing assignment to make it more specific and to make it a contribution to the learning of a study group. Data was collected and evaluated to explore the effectiveness of this change. The author also offers reflections on how the course redesign encouraged social learning via study groups and how the redesign made daily class discussions more deliberate and robust.
work_keys_str_mv AT shawnrtucker sociallearningviaimproveddailywritingassignmentsimplementationofstudygroupsandwellstructureddailyclassdiscussions
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