|Title||Facilitating Independent Learning through Reciprocal Peer Coaching|
|Authors||Nowlan, J. and Matthewman, L.J.|
The examples of activity contained within this compendium address what for many students will prove to be one of the most challenging aspects of study at the higher level. It is a type of study at the very heart of university education, and is a crucial component for the successful completion of a degree. But, when it comes to its support and development, it is not always particularly well understood. This compendium helps to remedy this, and provides numerous proven examples of good practice from a wide breadth of fields, and from within a range of different institutions.
It is safe to assume that the learning undertaken by students after the lecture or seminar finishes, and when outside the laboratory, is tackled in various ways and to differing extents. But broadly speaking, this is ‘independent learning.’ However it is immediately necessary to note that independent learning can – and indeed does – take place during lectures and seminars etc., for instance if students are requested to form groups and reflect on an issue or topic raised therein.
|File||Facilitating independent learning through reciprocal peer coaching ARTICLE.docx|
|Keywords||Reciprocal Peer Coaching; Coaching; Effective Practice|
|Publisher||Higher Education Academy|
|Place of publication||York|
|Web address (URL)||https://www.heacademy.ac.uk/knowledge-hub/compendium-effective-practice-directed-independent-learning|