AbstractThis paper examines a case study of the use of enquiry based learning (EBL) in a level one archaeology course at the University of Glasgow. Small group work and EBL have been demonstrated to encourage deeper approaches to learning among many students. Unfortunately, numerous courses in higher education still use tutorials as support for lectures rather than as tools in their own right. This case study looks at the development of a new tutorial design using EBL and role-play. The success of the new design is discussed through the examination of one part of the new tutorial series; student feedback and tutor reflection are an important part of the assessment. Coming from the perspective of a graduate teaching assistant, this paper considers the ways in which EBL approaches support student learning and suggests possibilities for further development for this course.
Authors retain the copyright for their work, while granting the journal the exclusive right of first publication. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.