Group discussion workshops in advanced undergraduate teaching: An evaluation

Clibbens, J. (2000) Group discussion workshops in advanced undergraduate teaching: An evaluation. Psychology Teaching Review, 9 (1). pp. 11-15. ISSN 0965-948X

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It is often argued that students who take an ‘active’ approach to learning, and process information at a relatively ‘deep’ level, learn more effectively, and retain
information for longer, than those who take a ‘passive’, ‘shallow’ approach. Some traditional approaches to lecturing, however, tend to encourage the latter approach, as does an emphasis on assessment and passing exams, coupled with a heavy workload. An approach to teaching at advanced undergraduate level
using group discussion workshops is described, which both encourages students to take an active role in learning, and, at the same time, allays anxieties over assessment by providing them with well-organised revision material.

Item Type: Article
Subjects: C800 Psychology
Divisions: Faculty of Business, Law and Social Sciences > School of Social Sciences > Dept. Psychology
UoA Collections > REF2021 UoA 04: Psychology, Psychiatry and Neuroscience
Depositing User: John Clibbens
Date Deposited: 05 Apr 2017 10:03
Last Modified: 05 Apr 2017 10:03

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