|
It was clearly explained why peer learning was part of this program
|
15 (83)
|
3 (17)
|
18 (100)
|
15 (75)
|
5 (25)
|
20 (100)
|
|
The intended learning outcomes were clearly outlined
|
13 (72)
|
4 (22)
|
17 (95)
|
14 (70)
|
6 (30)
|
20 (100)
|
|
The marking rubric helped me achieve the intended learning outcomes
|
10 (56)
|
7 (39)
|
17 (95)
|
19 (95)
|
1 (5)
|
20 (100)
|
|
Online tools made it easy to communicate with our peers from overseas
|
5 (28)
|
12 (67)
|
17 (95)
|
16 (80)
|
4 (20)
|
20 (100)
|
|
Working in small groups helped me achieve the intended learning outcomes of the learning activity
|
7 (39)
|
11 (62)
|
18 (100)
|
17 (85)
|
2 (10)
|
19 (95)
|
|
The intercultural group work allowed me to apply and deepen my understanding of global health
|
7 (39)
|
9 (50)
|
16 (89)
|
17 (85)
|
3 (15)
|
20 (100)
|
|
The intercultural peer project made me aware of similar/different cultural approaches to global health issues
|
10 (56)
|
7 (39)
|
17 (95)
|
16 (80)
|
3 (15)
|
19 (95)
|
|
I appreciated learning about global health issues by working with my local and international peers, instead of attending traditional lectures
|
10 (56)
|
6 (33)
|
16 (89)
|
18 (90)
|
2 (10)
|
20 (100)
|
|
The project gave me an opportunity to learn how overseas students think about global health issues
|
5 (28)
|
12 (67)
|
17 (95)
|
18 (90)
|
2 (10)
|
20 (100)
|
|
The on-campus time allocated to discuss the peer-group project was sufficient
|
12 (67)
|
6 (33)
|
18 (100)
|
9 (45)
|
11 (55)
|
20 (100)
|
