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dc.contributor.authorQureshi, Muhammad Azeemen_US
dc.contributor.authorStormyhr, Even Mariusen_US
dc.date.accessioned2013-10-10T11:30:56Z
dc.date.available2013-10-10T11:30:56Z
dc.date.issued2012en_US
dc.identifier.citationQureshi, M. A., & Stormyhr, E. (2012). Group Dynamics and Peer-Tutoring a Pedagogical Tool for Learning in Higher Education. International Education Studies, 5(2), p118.en_US
dc.identifier.issn1913-9020en_US
dc.identifier.otherFRIDAID 920691en_US
dc.identifier.urihttp://hdl.handle.net/10642/1652
dc.description.abstractThe increasing diversity in students’ enrolment in higher education in Norway offers an opportunity to use collaborative learning and teamwork as a learning vehicle to exploit the synergy in the community to have formal and informal agoras. Theoretical and empirical observation of the value of team processes provides the framework to personify our understanding of learning and present a model for teaching in higher education in Norway. We consider learning as a holistic process and one must appreciate its dynamics and be flexible and responsive to it. Moreover, such a view of the entire process necessitates an active communication with all stakeholders of the system and to make an integrative and coordinated effort to ensure availability of the required institutional resources, equitable distribution of the students’ resources, and a smooth transition from the traditional lecturing to this form of collaborative learning to make higher educational institution a learning organization. We report a positive feedback from the students attending two courses at School of Business at HiOA, indicating that students consider this teaching method adding more value compared to traditional lecturingen_US
dc.language.isoengen_US
dc.publisherCanadian Center of Science and Educationen_US
dc.relation.ispartofseriesInternational Education Studies;5(2)en_US
dc.subjectGroup dynamicsen_US
dc.subjectPeer-tutoringen_US
dc.subjectHigher educationen_US
dc.subjectCollaborative learningen_US
dc.subjectInclusive learning environmenten_US
dc.subjectSocial interactionen_US
dc.titleGroup dynamics and peer-tutoring: A pedagogical tool for learning in higher educationen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionThis work is licensed under a Creative Commons Attribution 3.0 Licenseen_US
dc.identifier.fulltextfulltext https://oda.hio.no/jspui/bitstream/10642/1652/1/920691.pdf
dc.identifier.doihttp://dx.doi.org/10.5539/ies.v5n2p118


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