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An extra set of eyes and ears: peer collaboration within a Bachelor of Education (Honours) research project
Thesis (MEd)--Stellenbosch University, 2021.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2021
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| _version_ | 1867613998474592256 |
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| access_status_str | Open Access |
| author | Cilliers, Emmanuel A. |
| author2 | Robinson, Maureen |
| author_browse | Cilliers, Emmanuel A. Robinson, Maureen |
| author_facet | Robinson, Maureen Cilliers, Emmanuel A. |
| author_sort | Cilliers, Emmanuel A. |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2021. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/123795 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:45:01.662Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/123795 An extra set of eyes and ears: peer collaboration within a Bachelor of Education (Honours) research project Cilliers, Emmanuel A. Robinson, Maureen Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Education -- Study and teaching (Higher) Pedagogy Group work in education UCTD Thesis (MEd)--Stellenbosch University, 2021. ENGLISH ABSTRACT: As part of the Bachelor of Education Honours (BEdHons) degree, students in the Faculty of Education at Stellenbosch University are introduced to their first formal research project with a supervisor assigned to them. This can be a daunting situation for a student to start a process with an experienced supervisor familiar with the world of research. Adding to this is the fact that many supervisors struggle to allocate sufficient time to research supervision as they also need to focus on curriculum development, teaching, and their own research. Peer collaboration, where students in the same class support one another, is often forgotten within research pedagogy, despite it being well-recognised in higher education and education generally. Literature supports the idea of peer collaboration as broadening the research experience towards a more horizontal pedagogy. This moves away from a vertical pedagogy between one supervisor and one student towards a network of supervisors, students, peers and other experts all playing a part in the research process. This study used a case study research design to explore how BEdHons students experienced peer collaboration as part of their research project. The goal was to establish the benefits (if any) and challenges (if any) of being part of a peer collaboration process while completing one’s research project. The study found that peer collaboration led to significant academic and emotional/social benefits for students. These included expansion of knowledge for the research project, help with fears, providing a listening ear, dampening the feeling of loneliness and motivating each other to finish their research projects. A social benefit that stood out was the vital role friendship played throughout the peer collaboration process. Academic and emotional/social challenges included fears of plagiarism and managing one’s time to incorporate peer collaboration, concerns about disrupting one’s peer and having no physical contact during a period of a health pandemic. The findings contribute to the argument for a more horizontal research pedagogy of which peer collaboration can be a part. The study recommends that, although peer collaboration cannot replace the role of the supervisor, it can enhance the learning environment of research pedagogy. AFRIKAANSE OPSOMMING: Binne die Baccalaureus Opvoedkunde Honneursgraad (BEdHons) word studente van die Universiteit Stellenbosch se Opvoedkundefakulteit vir die eerste keer aan formele navorsing, gepaard met ’n studieleier, blootgestel. Om saam met ’n studieleier wat bekend is tot die wêreld van navorsing te werk, kan moontlik ’n angswekkende ervaring wees. Om hierby aan te sluit het studieleiers nie altyd voldoende tyd op hande om leiding aan studente te gee nie as gevolg van verantwoordelikhede soos kurrikulumontwikkeling, onderrig en hul eie navorsing. Samewerking met ’n eweknie, waar studente in dieselfde jaar hulle navorsing voltooi en mekaar ondersteun, word gereeld agterweë gelaat binne navorsingspedagogie. Dit ten spyte van die bekendheid binne hoër onderwys en onderwys in die algemeen. Literatuur ondersteun die idee van samewerking met ’n eweknie wat dit ten doel het om die navorsingservaring na ’n meer horisontale navorsingspedagogie te bring. Daar is dus ’n wegbeweging van ’n vertikale pedagogie van een studieleier en een student na ’n netwerk van studieleiers, studente, eweknieë en ander spesialiste wat dan almal ‘n rol speel in die navorsingsproses. Die studie het gebruik gemaak van ’n gevallestudie navorsingsontwerp waar gekyk is na hoe BEdHons-studente samewerking met ’n eweknie ervaar as deel van hulle navorsingsprojek. Die doel was om die voordele (indien enige) en die uitdagings (indien enige) wat deel is van ’n samewerkingsproses, vas te stel terwyl studente hul individuele navorsingsprojekte voltooi. Die studie het bevind dat samewerking met ’n eweknie groot akademiese en emosionele/sosiale voordele vir studente inhou. Dit sluit in die uitbreiding van kennis binne die navorsingsprojek, hulp om vrese te oorkom, iemand wat kan luister, ondersteuning om gevoelens van eensaamheid af te weer en wedersydse motivering om die navorsingsprojek te voltooi. ’n Sosiale voordeel wat uitgestaan het binne die bevindinge, is die belangrike rol wat vriendskap gespeel het binne die samewerkingsproses. Akademiese en emosionele/sosiale uitdagings sluit in die vrees van plagiaat pleeg en goeie tydsbestuur om saam met ’n medestudent te werk. Verder was daar bekommernisse dat ’n medestudent gepla mag word en die verlies aan fisiese interaksie as gevolg van die pandemie het aan die lig gekom Die bevindinge dra by tot ’n argument vir ’n meer horisontale navorsingspedagogie waarvan samewerking met ’n eweknie deel is. Die studie beveel aan dat, alhoewel samewerking met ’n eweknie nie die studieleier-student-verhouding kan vervang nie, dit wel die navorsingservaring binne die navorsingspedagogie kan bevorder. Masters 2021-11-19T16:33:13Z 2021-12-22T14:21:52Z 2021-11-19T16:33:13Z 2021-12-22T14:21:52Z 2021-12 Thesis http://hdl.handle.net/10019.1/123795 en_ZA Stellenbosch University xv, 121 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Education -- Study and teaching (Higher) Pedagogy Group work in education UCTD Cilliers, Emmanuel A. An extra set of eyes and ears: peer collaboration within a Bachelor of Education (Honours) research project |
| title | An extra set of eyes and ears: peer collaboration within a Bachelor of Education (Honours) research project |
| title_full | An extra set of eyes and ears: peer collaboration within a Bachelor of Education (Honours) research project |
| title_fullStr | An extra set of eyes and ears: peer collaboration within a Bachelor of Education (Honours) research project |
| title_full_unstemmed | An extra set of eyes and ears: peer collaboration within a Bachelor of Education (Honours) research project |
| title_short | An extra set of eyes and ears: peer collaboration within a Bachelor of Education (Honours) research project |
| title_sort | extra set of eyes and ears peer collaboration within a bachelor of education honours research project |
| topic | Education -- Study and teaching (Higher) Pedagogy Group work in education UCTD |
| url | http://hdl.handle.net/10019.1/123795 |
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