In this article we analyze a project that used facilitation techniques, which are known from training in industry, to improve the study environment at a public research university in Denmark. In 2009, the project was initiated in one graduate program; and it has subsequently been modified and institutionalized. The project did not change the teaching format, but introduced facilitated study-groups using peer learning. It was successful in increasing students’ well-being. While peer learning and study groups are well-known in higher education, facilitation is a different and novel tool. We argue that facilitation makes study groups more inclusive, and they provide the potential for deep learning by structuring the learning situation.
Innovative Higher Education, 2013, Vol 38, Issue 4, p. 295-308
Didaktik; Facilitering af vidensprocesser; Trivsel; Studerende; Videregående uddannelse; Undervisning