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Journal of Peer Learning

Abstract

The purpose of this paper is to explore the value of self disclosure within Peer Assisted Learning (PAL) sessions at Bournemouth University. We consider the role of self disclosure in education contexts in order to inform our understanding of this skill in PAL. Both qualitative and quantitative methods were employed in this research to investigate the importance of leader behaviour at Bournemouth University. Our findings suggest that there are similarities in the use of self disclosure between teachers and leaders in our university. Furthermore we found that appropriate use of self disclosure is a key component of a successful PAL scheme, and therefore recommend that specific training for this interpersonal skill is undertaken by our PAL leaders to enhance our Peer Assisted Learning programme.

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