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Tutorial system

Från Wikipedia

Tutorial system (Handledningssystem) är en metod inom universitetsutbildning där den huvudsakliga undervisningsmetoden är regelbundna, mycket små gruppsessioner. Dessa är de viktigaste undervisningssessionerna i en examen och kompletteras med föreläsningar, praktiska övningar och större gruppklasser. Systemet finns vid collegeuniversiteten i Oxford och Cambridge, även om andra universitet använder denna metod i olika grad.

Oxbridge

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Huvudartikel: Oxbridge

Oxbridge-handledningssystemet etablerades på 1800-talet vid University of Oxford och University of Cambridge i Storbritannien.[1] Det praktiseras fortfarande idag och består av studenter som undervisas av universitetsfellows,[2][3] eller ibland doktorander och postdoktorer[4]) i grupper om en till tre varje vecka.[5][6] Dessa sessioner kallas "Tutorials" i Oxford och "supervisions" i Cambridge,[7] och är den centrala undervisningsmetoden vid dessa universitet.[8] Studenten måste göra förberedande arbete för varje tutorial, handledning: till exempel läsning, uppsatser eller att arbeta med problem, beroende på deras ämne.[9][10] Andra undervisningstillfällen såsom föreläsningar, praktiska övningar och språkkurser erbjuds, men dessa är utöver de obligatoriska handledningarna.[11][12][13][14]

På Oxbridge är "tutorials/supervisions" den centrala delen av undervisningen, till skillnad från föreläsningar, seminarier eller undervisning i större grupper.[15][16][17][18][19] Under varje Tutorial-session förväntas studenterna muntligt kommunicera, försvara, analysera och kritisera andras idéer såväl som sina egna i samtal med handledaren och studiekamrater. Det har hävdats att tutorial system har ett stort värde som pedagogisk modell eftersom det skapar inlärnings- och bedömningsmöjligheter som är mycket autentiska och svåra att förfalska.[20]

Utanför Oxbridge

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Förutom University of Cambridge och University of Oxford hävdar även andra universitet att de tillämpar detta system, om än på en mindre intensiv basis och en som är mindre central för kursens övergripande struktur. University of Buckingham, Englands första privata universitet som grundades på 1970-talet, praktiserar också systemet med tutorial system varje vecka, men i större grupper om sex studenter.[21]

Utanför Storbritannien har andra universitet ett handledningssystem som är influerat av Oxbridge-systemet. Några exempel är Omega Graduate School in Dayton, Tennessee,[22] Williams College in Williamstown, Massachusetts,[23] Honors Tutorial College at Ohio University in Athens, Ohio,[24] Sarah Lawrence College in Yonkers, New York, New College of Florida in Sarasota, Florida,[25] och Bachelor of Arts med huvudämne i liberala studier vid Capilano University i North Vancouver, Kanada.[26] I Frankrike har systemet med Classe préparatoire aux grandes écoles ett liknande system med veckovisa muntliga examinationer, kallade khôlles, i grupper om två eller tre. I Nederländerna är utbildningsmetoden vid Maastricht University i Maastricht baserad på studentledda tutorials i en problembaserad inlärningsmiljö.[27]

Vissa universitet använder namnet tutorial för undervisningssessioner[28][29][30][31][32] eller själavårdsmöten.[32][33][34] Dessa är ytterligare delar av en elevs utbildning, snarare än dess kärnfunktion.[35]

Referenser

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  1. ^ Mills, David; Alexander, Patrick (March 2013). Small group teaching: a toolkit for learning. York: The Higher Education Academy. 
  2. ^ "Fellow" motsvarar en svensk docent eller forskare på postdoktorsnivå
  3. ^ Research fellow på Linguee.
  4. ^ Mills, David; Alexander, Patrick (8 July 2015). ”Are Oxbridge tutorials still the best way to teach students how to think?” (på engelska). The Conversation. https://theconversation.com/are-oxbridge-tutorials-still-the-best-way-to-teach-students-how-to-think-44250. 
  5. ^ ”Personalised learning”. University of Oxford. http://www.ox.ac.uk/admissions/undergraduate/student-life/exceptional-education/personalised-learning. Läst 25 mars 2018. 
  6. ^ Bonetti, Lisa (6 February 2018). ”How will I be taught?”. undergraduate.study.cam.ac.uk. University of Cambridge. https://www.undergraduate.study.cam.ac.uk/courses/how-will-i-be-taught. Läst 25 mars 2018. 
  7. ^ Sarkar, Advait (2017). ”How to define an elephant: reflections of a Cambridge supervisor”. Cambridge University Department of Computer Science and Technology. https://www.cst.cam.ac.uk/files/elephantdraft.pdf. 
  8. ^ Penny Probert Smith (2001). ”7. Engineering the Tutorial Experience”. i Palfreyman, David. The Oxford Tutorial: Thanks, You Taught Me How to Think. Oxford Centre for Higher Education Policy Studies. ISBN 978-1099191343. Arkiverad från originalet den 2022-10-09. https://ghostarchive.org/archive/20221009/https://oxcheps.new.ox.ac.uk/papers/OxCHEPS_OP1%20doc.pdf. Läst 17 september 2025. ”Yet in spite of the provision of lectures and practicals by the University departments, the tutorial retains a central position in the teaching of Oxford sciences.” 
  9. ^ Bonetti, Lisa (2021-01-19). ”Teaching and learning” (på engelska). www.undergraduate.study.cam.ac.uk. University of Cambridge. https://www.undergraduate.study.cam.ac.uk/courses/how-will-i-be-taught. ”Typically, you have one or two hour-long supervisions each week (this varies from course to course) and you do preparation for each one – usually reading, writing an essay or working on some problems.” 
  10. ^ ”College teaching and supervisions” (på engelska). Downing College. University of Cambridge. 2016-01-22. Arkiverad från originalet den 2021-06-08. https://web.archive.org/web/20210608005529/https://www.dow.cam.ac.uk/students/teaching-and-exams/college-teaching-and-supervision. Läst 17 september 2025. 
  11. ^ ”The Tutorial System”. New College. University of Oxford. https://www.new.ox.ac.uk/tutorial-system. 
  12. ^ Penny Probert Smith (2001). ”7. Engineering the Tutorial Experience”. i Palfreyman, David. The Oxford Tutorial: Thanks, You Taught Me How to Think. Oxford Centre for Higher Education Policy Studies. ISBN 978-1099191343. Arkiverad från originalet den 2022-10-09. https://ghostarchive.org/archive/20221009/https://oxcheps.new.ox.ac.uk/papers/OxCHEPS_OP1%20doc.pdf. Läst 17 september 2025. ”The importance of college teaching is reflected in the fact that it is tutorials, rather than lectures, that are compulsory. If you do not attend lectures, you will be expected to acquire the information some other way (through your own reading); if you do not attend tutorials you will be up on disciplinary charges.” 
  13. ^ ”Undergraduate FAQs” (på engelska). Faculty of Law. University of Oxford. 2015-08-13. https://www.law.ox.ac.uk/admissions/undergraduate/frequently-asked-questions-about-undergraduate-life. ”At the heart of the Oxford undergraduate law programme is the 'tutorial system'. A tutorial is a meeting between a single law tutor and (usually) two or three students. [...] Attendance at lectures is not compulsory. But attendance at tutorials is compulsory.” 
  14. ^ Clark, Charles (8 July 2016). ”A day in the life of a student at the University of Cambridge”. Business Insider. https://www.businessinsider.com/what-its-like-to-go-to-the-university-of-cambridge-2016-7. ”Supervisions are compulsory and are the primary way Cambridge students learn. They’re teaching sessions for small groups of students where a fellow leads a discussion.” 
  15. ^ Tapper, Ted; Palfreyman, David (2011). ”The Tutorial System: The Jewel in the Crown”. Oxford, the Collegiate University. Higher Education Dynamics. "34". Springer. Sid. 95–115. doi:10.1007/978-94-007-0047-5_6. ISBN 978-94-007-0046-8. Läst 7 juni 2021. 
  16. ^ ”What should students expect from their College and the University?”. What should students expect from their College and the University?. University of Cambridge. December 2017. https://magazine.alumni.cam.ac.uk/brainwaves82/. 
  17. ^ ”The Jewel in the Crown?”. The Jewel in the Crown?. David Palfreyman. https://sckool.org/edited-by-david-palfreyman.html?page=2. 
  18. ^ ”'Jewel in the crown?' The Oxbridge College: its origin, character and future”. 'Jewel in the crown?' The Oxbridge College: its origin, character and future. Duncan Dormor. https://www.cetl.hku.hk/conf2016/wp-content/uploads/2016/08/Jewel-in-the-Crown-double-spaced-submitted-paper-19082016.pdf. 
  19. ^ ”The Tutorial System: The Jewel in the Crown”. The Tutorial System: The Jewel in the Crown. Ted Tapper, David Palfreyman. https://www.researchgate.net/publication/251166430. 
  20. ^ Palfreyman, David, red (2001). The Oxford Tutorial: Thanks, You Taught Me How to Think. Oxford Centre for Higher Education Policy Studies. ISBN 978-1099191343. Arkiverad från originalet den 2022-10-09. https://ghostarchive.org/archive/20221009/https://oxcheps.new.ox.ac.uk/papers/OxCHEPS_OP1%20doc.pdf. Läst 17 september 2025. 
  21. ^ ”Tutorial and small group teaching”. University of Buckingham. https://www.buckingham.ac.uk/about/ratio. Läst 25 mars 2018. ”our weekly Oxbridge-style tutorials (of around six students)” 
  22. ^ ”Foundations”. Omega Graduate School. Arkiverad från originalet den 11 juli 2019. https://web.archive.org/web/20190711163937/https://ogs.edu/about/the-foundations-of-ogs/. Läst 7 juli 2019. 
  23. ^ ”Tutorials”. Williams College. https://www.williams.edu/academics/tutorials/. Läst 25 mars 2018. 
  24. ^ ”Hallmarks of a Tutorial Education”. Honors Tutorial College. Ohio University. Arkiverad från originalet den 2 januari 2018. https://web.archive.org/web/20180102133125/https://www.ohio.edu/honors/future-students/programs/hallmarks.cfm. Läst 25 mars 2018. 
  25. ^ ”Tutorials”. New College of Florida. Arkiverad från originalet den 25 mars 2018. https://web.archive.org/web/20180325105824/https://www.ncf.edu/admissions/why-new-college/unique-academic-program/tutorials/. Läst 25 mars 2018. 
  26. ^ ”LBST 390 - Tutorial I - Capilano University”. www.capilanou.ca. Arkiverad från originalet den 2020-09-27. https://web.archive.org/web/20200927204134/https://www.capilanou.ca/programs--courses/courses/lbst-390---tutorial-i/. Läst 17 september 2025. 
  27. ^ ”Problem-Based Learning - Education - Maastricht University”. www.maastrichtuniversity.nl. https://www.maastrichtuniversity.nl/education/why-um/problem-based-learning. 
  28. ^ ”Teaching and learning”. School of Biosciences. University of Birmingham. https://www.birmingham.ac.uk/schools/biosciences/teaching/index.aspx. 
  29. ^ ”Guide to Tutorials” (på engelska). student.unsw.edu.au. UNSW Sydney. 2 May 2017. https://student.unsw.edu.au/tutorials. 
  30. ^ ”Lectures and Tutorials”. The School of Divinity, History, Philosophy & Art History. The University of Aberdeen. https://www.abdn.ac.uk/sdhp/new-students/lectures-and-tutorials-627.php. 
  31. ^ ”Language Tutorial - Foreign Language Study” (på engelska). St. John's College. https://www.sjc.edu/academic-programs/undergraduate/classes/language-tutorial. 
  32. ^ [a b] ”Tutorials”. Department of Electrical and Electronic Engineering. Imperial College London. http://www.imperial.ac.uk/electrical-engineering/study/current-students-course-handbook/tutorials/. 
  33. ^ ”Tutorials”. The University of Nottingham. Arkiverad från originalet den 8 juni 2021. https://web.archive.org/web/20210608001157/https://www.nottingham.ac.uk/studyingeffectively/teaching/tutorials/index.aspx. Läst 17 september 2025. 
  34. ^ ”Personal Tutorials”. Department of Automatic Control and Systems Engineering. The University of Sheffield. 2018-09-12. https://www.sheffield.ac.uk/acse/current/undergraduates/personaltutorials. 
  35. ^ ”Personalised learning”. University of Oxford. https://www.ox.ac.uk/admissions/undergraduate/student-life/exceptional-education/personalised-learning. ”Oxford's core teaching is based around conversations, normally between two or three students and their tutor, who is an expert on that topic. We call these tutorials, and it's your chance to talk in-depth about your subject and to receive individual feedback on your work. As well as tutorials, depending on your course you will also have a combination of seminars, lectures, lab work, and language classes weekly. Together, these opportunities provide the perfect environment for an outstanding education.” 

Vidare läsning

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  • Adamson, J. W. [Briefest of references to the Oxford Tutorial in] "Education." In From Steel and Addison to Pope and Swift. Vol. 9 of The Cambridge History of English Literature, ed. A. W. Ward and A. R. Waller, 459. New York: G. P. Putnam's Sons, 1913. This extremely short excerpt can be read through Google Books.
  • Bailey, Cyril. "The Tutorial System." Revised by J. B. Bamborough. In Handbook to the University of Oxford, 279–286(?). Oxford: Clarendon Press, 1965.
  • Beck, Robert J. "The Pedagogy of the Oxford Tutorial." Paper presented at the Tutorial Education: History, Pedagogy, and Evolution conference, Lawrence University, Appleton, WI, 31 March – 1 April 2007. See [1].
  • Brewer, Derek. "The Tutor: A Portrait." In C. S. Lewis at the Breakfast Table and Other Reminiscences, new ed., ed. James T. Como, 41–67. San Diego: Harcourt Brace, Harvest, 1992. You can actually read the whole of this section through Amazon.com's "Search inside this book" feature.
  • Highet, Gilbert. "Communication: Tutoring." In The Art of Teaching, 107–116. New York: Knopf, 1950.
  • Kiosses, Spyridon. "Teaching and Studying Ancient Greek Literature: A First Approach to a Case Study." Master's thesis, University of Oxford, 1997.
  • Mayr-Harting, Henry. "Oxford Tutorials." Paper presented at the Tutorial Education: History, Pedagogy, and Evolution conference, Lawrence University, Appleton, WI, 31 March – 1 April 2007. See [2].
  • Moore, Will G. The Tutorial System and Its Future. New York: Pergamon, 1968.
  • Oxford University Education Committee. Policy Guidance on Undergraduate Learning and Teaching, University of Oxford, 2008. See [3].
  • Palfreyman, David, ed. The Oxford Tutorial: "Thanks, You Taught Me How to Think," 2nd ed. Oxford: Oxford Centre for Higher Education Policy Studies, 2001. See [4].
  • Paper 6: Tutorial Teaching. Oxford: Institute for the Advancement of University Learning, n.d. See [5].
  • Ryan, Alan. "The Oxford Tutorial: History and Myth." Keynote address at the Tutorial Education: History, Pedagogy, and Evolution conference, Lawrence University, Appleton, WI, 31 March – 1 April 2007. See [6].
  • Shale, S. Understanding the Learning Process: Tutorial Teaching in the Context of Research into Learning in Higher Education. Oxford: Institute for the Advancement of University of Learning, 2000.
  • "Subject Specific Remarks." Corpus Christi College, University of Cambridge, 2008, [7] (9 October 2009).
  • Trigwell, Keith and Ashwin, Paul. Undergraduate Students' Experience of Learning at the University of Oxford, Institute for the Advancement of University Learning, University of Oxford, 2003. See [8].
  • "Tutorials." In Academic Handbook and Code of Practice for Tutorial Fellows, Other Teaching Fellows, College Lectures, [and] Graduate Teaching Assistants. Oxford: Oriel College, 2008, 5–6. See [9].
  • Waterland, Daniel. "Advice to a Young Student, with a Method of Study for the First Four Years." In The Works of the Rev. Daniel Waterland, 3rd ed., vol. 4, 393–416. Oxford: Oxford University Press, 1856. Online and in PDF at [10]. Of Waterland's Advice. . . it is said that it "is an outstanding monument to the theory and practice of tutorial instruction in early eighteenth-century Cambridge," from Victor Morgan, 1546–1750, vol. 2 of A History of the University of Cambridge (Cambridge: Cambridge University Press, 2004), 342.
  • Williams, Gavin. "Socrates in Stellenbosch and Tutorials in Oxford." Paper presented at the Tutorial Education: History, Pedagogy, and Evolution conference, Lawrence University, Appleton, WI, 31 March – 1 April 2007. See [11].
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