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. © 2012 Springer Science+Business Media New York.
CITATION STYLE
Adriansen, H. K., & Madsen, L. M. (2013). Facilitation: A Novel Way to Improve Students’ Well-being. Innovative Higher Education, 38(4), 295–308. https://doi.org/10.1007/s10755-012-9241-0
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