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Active Learning in Higher Education, Vol. 6, No. 1, 32-45 (2005)
DOI: 10.1177/1469787405049945

Tête à tête

Reading groups and peer learning

Sara-Jane Finlay

University of Toronto at Mississauga, Canada, sarajane.finlay{at}utoronto.ca

Guy Faulkner

University of Toronto, Canada, guy.faulkner{at}utoronto.ca

This project was inspired by an awareness of the lack of engagement with the research literature by our students. The project consisted of self-help reading groups that centralized student discussion with three research objectives: to encourage students to engage with a broader range of literature, to encourage critical thinking around subject issues central to their subject area and to provide opportunities for active learning through peer learning and shared understandings. Reading groups consisting of 3-5 students were formed on a level three undergraduate module in Exercise and Sports Sciences and a masters level module in Media Studies. Questionnaires administered at the end of the modules revealed positive perceptions of the process as a whole (73%) with comments revealing heightened critical insight, time management and reduced workload. Some important suggestions from the students to improve the process were considered.

Key Words: active learning • peer learning • reading groups


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J. Garde-Hansen and B. Calvert
Developing a research culture in the undergraduate curriculum
Active Learning in Higher Education, July 1, 2007; 8(2): 105 - 116.
[Abstract] [PDF]