Seminar

Posted on by Nattasit Dancholvichit

PURPOSE

To promote deep, active learning in a large class setting by providing interactive, student-centered sessions in which students are challenged to discuss questions and issues relating to subjects of practical relevance. 

DESCRIPTION

Seminars consist of group-learning sessions facilitated by a content expert (instructor, student, or guest speaker) who discusses an emerging topic of relevance.  

UNDERLYING EDUCATIONAL THEORIES

problem-based, peer learning, connectivism, constructivism 

PEDAGOGICAL BENEFITS 

  • Small-group seminars can provide organizational, physical, psychological, and interpersonal elements that support deep learning. 
  • Discussion in seminars can have a positive impact on group learning without the instructor constantly engaging with students. 
  • Seminars promote discussion and interaction a non-threatening setting, which encourages problem solving and thinking. 
  • Group discussion in seminars stimulates the construction and integration of knowledge, which is in line with constructivist principles of learning. 

STRATEGIES FOR IMPLEMENTATION 

  1. Students are randomly assigned into groups. It is encouraged to break a larger group into smaller random groups (no more than 15 per group) to increase ‘group feeling’ and attention. Groups should be consistent throughout the semester.
  2. Students are required to prepare their materials before attending the seminar. These materials should be coherent and aligned appropriately with the scheduled seminar to enhance deep learning. Seminars can be held at the end of each large chunk of the materials.  
  3. The quality of seminar questions should be clear, encourage problem-solving, academically challenging, and applicable to practical situations. The questions should emerge from the reading materials provided beforehand or relevant to the topics covered in the lectures and focus on practical relevance. Questions should mostly be open-ended. 
  4. The assigned tasks during the seminar should be outlined such that the scope and goals of the activity are made clear. Facilitators should set up a specified timetable for the seminar session to stay on schedule. 
  5. The infrastructure of the classroom should be arranged to support smaller groups. “Circular” or “horseshoe” formation is recommended to promote proactive communication. 
  6. During the seminar discussions, the role of facilitator is to check that everyone understands the tasks, promote participation among groups, and mobilize sense of coherence between groups. Facilitators want to ensure that 1) no participant is left behind and 2) no participant dominates over their peers. Facilitators should model experienced learners but avoid being the focus of attention.
  7. Each small group should present their findings, insights, and conclusions to other participants. Assessment can be performed by gauging students’ level of engagement or discussion quality, either with self-, peer-, or instructor-type evaluation.  

REFERENCES AND FURTHER READING 

Jaarsma ADC, de Grave WS, Muijtjens AMM, Scherpbier AJJA, van Beukelen P: Perceptions of learning as a function of seminar group factors. Med Educ 2008, 42(12):1178–1184. 

Spruijt, Annemarie, et al. “Teachers’ perceptions of aspects affecting seminar learning: a qualitative study.” BMC medical education 13.1 (2013): 1-10. 

Harnish, Jim. “What’s in a Seminar.” Seminars: A Collection of Materials on Seminar approaches and Evaluation Strategies. 1995.