Students as scholars
Evaluating student-led learning and teaching during fieldwork
Bibliographic Data
| ID | 11954577 |
|---|---|
| Authors | Alan Marvell (0000-0001-8363-0793, University of Gloucestershire, corresponding author), David Simm (0000-0002-0440-9546, Bath Spa University), Rebecca Schaaf (Bath Spa University), R Harper (0000-0001-8838-2012, University of Gloucestershire) |
| Year | 2013 |
| Volume | 37 |
| Issue | 4 |
| Pages | 547-566 |
| Publication date | 2013-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Geography in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8265 • E-ISSN: 1466-1845 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03098265.2013.811638 |
| OpenAlex | W2121831003 |
| Language | EN |
| Citations received | 27 |
| References cited | 55 |
Student-led teaching and learning is an innovative form of active learning that empowers students with direct ownership of the learning experience. Reporting on a final-year undergraduate field trip to Barcelona, Spain, peer-to-peer teaching is used to facilitate the acquisition of knowledge and uncover the processes that help create a sense of place. Students experience the issues that academics face when leading activities in the field. This paper explores the benefits and limitations of this approach which can potentially challenge the power relationship between student and tutor to the extent that the student is elevated to that of scholar
Face (sociological concept · Mathematics education · Pedagogy · Sociology · Student engagement · Teaching method · TUTOR · Geography Education and Pedagogy · Global Education and Multiculturalism · Higher Education Practises and Engagement · Psychology
Student-driven teaching and educational action research combined
Undergraduate teaching assistants in Asia
The field education experience in a privatized foster care system
Student voice in higher education
Disruption, Discovery, and Field Courses
The Silverton Field Experience
Emotional geographies experienced during international fieldwork
Embracing emotions in geography higher education
Geographic contributions to institutional curriculum reform in Australia
Teaching critical reflexivity in short-term international field courses
Pedagogic partnership in higher education
Rethinking and remaking “the social”
Enhancing Knowledge, Skills, and Identity Development Through Collaborative Student-Led Learning
Inclusive partnership
Teaching and learning in the tropics
Gaining a “sense of place”
Student–staff partnerships in learning and teaching
Crafting scholarship through utilising experiential learning during international fieldwork
Fieldwork@40
It was amazing to see our projects come to life!” Developing affective learning during geography fieldwork through tropophilia
Geographers and the scholarship of teaching and learning
Borderland spaces for learning partnership
Gaining a mobile sense of place with collector for ArcGIS
Developing pre-service teachers’ fieldwork pedagogical and content knowledge through designing enquiry-based fieldwork
Experiential learning, community engagement, and student experience
GeogEd
Looking ahead to the future of GeogEd
Applied Thematic Analysis
‘That's just what I do’
Teaching geography in higher education
An Evaluation of Foreign Fieldwork in Promoting Deep Learning
Ways of mind-walking
Fieldwork in geography teaching
Student Perspectives on the University Professor Role
Cooperative learning – a double‐edged sword
Promoting and Assessing ‘Deep Learning’ in Geography Fieldwork
Teaching Research Through Field Studies
International Perspectives on Fieldcourses
Student Employability and its Implications for Geography Curricula and Learning Practices
Activating the Classroom
International Perspectives on the Effectiveness of Geography Fieldwork for Learning
Study Abroad Field Trip Improves Test Performance through Engagement and New Social Networks
Experimenting with Active Learning in Geography
Comparison of student perception and performance in individual and group assessments in practical classes
Introduction
A Riddle, Wrapped in a Mystery, inside an Enigma”
Embedding Research in a Field-based Module through Peer Review and Assessment for Learning
Student-led Presentations in situ
Revisiting the Skills Agenda
Fieldwork as theatre
Implementing a Problem-Based Learning Approach for Teaching Research Methods in Geography
Assessing Fieldwork Risk for Undergraduate Projects
Fieldwork in the undergraduate geography programme
Going Global? Long-Haul Fieldwork in Undergraduate Geography
An Unbelievable Academic and Personal Experience
Reflecting on Reflective Learning
Self-assessment and Reflective Learning for First-year University Geography Students
Life without Fieldwork
Linking Research and Teaching to Benefit Student Learning
The Importance of Direct Experience
Organising student‐centred group fieldwork and presentations
Geographical Expeditions
Engaging Sacred Space
The problems with fieldwork
Students as Tour Guides
Do You Ever Disagree With Your Students? Avoiding Personal Politics in Human Geography Teaching
Fieldwork is Good
On the Importance of Asking the Right Questions, or What is the Power of PowerPoint, Exactly
Taxonomy of Educational Objectives Handbook II
Lost in the field
Muddy glee’
Taking students outdoors to learn in high places
After or beyond feeling? A consideration of affect and emotion in geography
The Ethnography of a Medical Setting
Pacemaking the Modern City
Revisiting 'how we learn' in academia
| Unique citing works | 27 |
|---|---|
| Citations per year | 2,45 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 27 |