How do students perceive a peer lecturer in competency-based learning? Case study: Haaga-Helia UAS, Porvoo
Fuchs, Kevin (2018)
Fuchs, Kevin
Haaga-Helia ammattikorkeakoulu
2018
All rights reserved
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2018111417122
https://urn.fi/URN:NBN:fi:amk-2018111417122
Tiivistelmä
The importance of competency development with regard to work-life connection of freshly graduated students dates back several decades. Scientific evidence and literatures suggest a variety of methods that can be employed to acquire and foster the development of competencies in the field of higher education in order to prepare business students for the future job.
This Bachelor’s thesis was commissioned by Haaga-Helia United of Applied Sciences, Porvoo Campus in order to examine the perception of students when being taught by a peer lecturer as a new teaching method for the renewed competency-based curriculum. The Porvoo Campus of Haaga-Helia is known for its empowerment of students as means to effectively achieve optimal learning outcomes and to enable students to succeed in the labour market of tomorrow. While these learning methods are relevant, practical and modern, this research aims to analyze elements of the competency-based curriculum and formulates the primary research objective to measure the students’ perception of how effective student teaching by a peer is in reality and how students perceive this method.
On the basis of the stated research objective and in order to narrow the focus and particularly analyze the perception and effectiveness of student teaching the following research questions emerged:
Students’ current perception of competency development and its effectiveness?
How receptive are students towards student teaching by a peer as means to develop competencies?
Effect on students’ learning outcomes when being taught by a peer lecturer?
The chosen method of quantitative research aims to analyze the students’ perception of this teaching technique through the means of a focus group of second year degree students that were part of the competency-based curriculum.
Interestingly, one of the main findings of this research has been that students not only under-stand the crucial importance of competency development and are generally open towards student teaching, but also indicated in their responses that being taught by a peer had a positive impact on their desired learning outcomes.
Although the findings are applicable to the Porvoo Campus, it’s undeniable that the perception of competency development by students is an imperative factor during their Bachelor studies. Further there is suggestive evidence with the respective focus group that student teaching had an integral impact in the students competency development.
This Bachelor’s thesis was commissioned by Haaga-Helia United of Applied Sciences, Porvoo Campus in order to examine the perception of students when being taught by a peer lecturer as a new teaching method for the renewed competency-based curriculum. The Porvoo Campus of Haaga-Helia is known for its empowerment of students as means to effectively achieve optimal learning outcomes and to enable students to succeed in the labour market of tomorrow. While these learning methods are relevant, practical and modern, this research aims to analyze elements of the competency-based curriculum and formulates the primary research objective to measure the students’ perception of how effective student teaching by a peer is in reality and how students perceive this method.
On the basis of the stated research objective and in order to narrow the focus and particularly analyze the perception and effectiveness of student teaching the following research questions emerged:
Students’ current perception of competency development and its effectiveness?
How receptive are students towards student teaching by a peer as means to develop competencies?
Effect on students’ learning outcomes when being taught by a peer lecturer?
The chosen method of quantitative research aims to analyze the students’ perception of this teaching technique through the means of a focus group of second year degree students that were part of the competency-based curriculum.
Interestingly, one of the main findings of this research has been that students not only under-stand the crucial importance of competency development and are generally open towards student teaching, but also indicated in their responses that being taught by a peer had a positive impact on their desired learning outcomes.
Although the findings are applicable to the Porvoo Campus, it’s undeniable that the perception of competency development by students is an imperative factor during their Bachelor studies. Further there is suggestive evidence with the respective focus group that student teaching had an integral impact in the students competency development.