This paper describes a two year study evaluating student-led group work in the context of a clinical legal education module. The aim of the study was to shift the balance of control from tutor to student, by allowing students to take on the facilitator role in weekly meetings. The findings suggest that (a) students can successfully design and deliver a small group session if they are given the opportunity to do so (b) student facilitation encourages students to see the tutor as part of the group which has a positive effect on student interaction and engagement in the group, and (c) students who have been less likely to contribute become more vocal in student-led (and later tutor-led) sessions.
|Journal||Practitioner Research in Higher Education|
|Publication status||Published - 8 May 2015|