Learning contracts have been a successful feature of many university/continuing education programmes over the last 20 years but many staff are still unfamiliar with them or have difficulty using them. This guide introduces the learning contract to those considering using them on their courses.

While peer learning is often used informally by students - and for many can form an essential part of their HE experience - this book discusses methods of developing more effective learning through the systematic implementation of peer learning approaches.

While peer learning is often used informally by students - and for many can form an essential part of their HE experience - this book discusses methods of developing more effective learning through the systematic implementation of peer learning approaches. It draws on the direct experience of the authors in using peer learning in their classes across a range of disciplines. While the emphasis is on higher education, many of the ideas can be applied more widely. It addresses such questions as: what is peer learning and what is it good for?; what are the design and class management issues that need addressing?; how best can peer learning be introduced and fostered?; what issues need to be considered by teachers and students?; and what are the implications for assessment?

Learning contracts have been a successful feature of many university/continuing education programmes over the last 20 years but many staff are still unfamiliar with them or have difficulty using them. This guide introduces the learning contract to those considering using them on their courses. It helps staff make decisions about how learning contracts can best be used and promotes thought about current learning and assessment practices.

First Published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.