Face-to-face teaching changed too! Perspectives on the transition from large to small group teaching and learning from graduate teaching assistants

DANIEL TINNION; THOMAS SIMPSON; MITCHELL FINLAY

Face-to-face teaching changed too! Perspectives on the transition from large to small group teaching and learning from graduate teaching assistants

DANIEL TINNION, THOMAS SIMPSON, MITCHELL FINLAY

Faculty of Arts & Sciences

Research output: Contribution to journal › Article (journal) › peer-review

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Abstract

The Covid-19 pandemic presented many challenges to teaching and learning.

Original language	Undefined/Unknown
Pages (from-to)	1-6
Journal	Journal of Learning Development in Higher Education
Issue number	22
Early online date	14 Oct 2021
Publication status	Published - 14 Oct 2021

Keywords

reflection
reflective practice
Covid -19
small-group
teaching
learning
higher-education

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ahagyard,+785-Article+Text-5371-1-11-20210812Final published version, 204 KBLicence: CC BY

Cite this

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title = "Face-to-face teaching changed too! Perspectives on the transition from large to small group teaching and learning from graduate teaching assistants",

abstract = "The Covid-19 pandemic presented many challenges to teaching and learning.",

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author = "DANIEL TINNION and THOMAS SIMPSON and MITCHELL FINLAY",

year = "2021",

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AU - TINNION, DANIEL

AU - SIMPSON, THOMAS

AU - FINLAY, MITCHELL

PY - 2021/10/14

Y1 - 2021/10/14

N2 - The Covid-19 pandemic presented many challenges to teaching and learning.

AB - The Covid-19 pandemic presented many challenges to teaching and learning.

KW - reflection

KW - reflective practice

KW - Covid -19

KW - small-group

KW - teaching

KW - learning

KW - higher-education

UR - https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/785

M3 - Article (journal)

SN - 1759-667x

SP - 1

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JO - Journal of Learning Development in Higher Education

JF - Journal of Learning Development in Higher Education

IS - 22

ER -

Face-to-face teaching changed too! Perspectives on the transition from large to small group teaching and learning from graduate teaching assistants

Abstract

Keywords

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