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Tutorials and seminars

After the lecture, this is probably the next most widely used teaching method. The distinction between what is a tutorial and what is a seminar is woolly - to some it depends upon size. This last point - objectives - is certainly the most important issue, and it is probably here that Teaching and Learning Methods and Resources Part III most confusion exists in students’ minds, and sometimes in tutors’ minds too. Clarity of objectives is more important for tutorials than for lectures, in that there is general agreement and expectations for lectures whereas there is certainly greater divergence for tutorials.

Much tutorial work is carried out by part-time staff, especially for courses in the first two years, and they too need to be clear about what they are trying to achieve with their students. When asking students about tutorials, the paradoxical finding that they complain about them but ask for more/more frequent tutorials is perhaps closely related to their perception of their need for small group support but lack of clarity about what they should be getting out of what is provided.

The active nature of the tutorial/seminar makes it the main source for students to acquire some of the ‘personal transferable skills’, e.g. in presentation and group work.

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