Abstract
Student attitudes to seminars over time are examined. It is argued that lecturers regularly use seminars as a delivery method to support lectures, but know little about what students actually think of this approach. It is concluded that students value seminars despite their inherent complexity and that their attitudes are similar at different levels of study. It is suggested firstly, that lecturers need to pay greater attention to their design, the role of discussion within them and the group processes students engage in, and secondly, that they need better training.
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