2024-03-29T09:27:58Z
http://ro.uow.edu.au/do/oai/
oai:ro.uow.edu.au:ajpl-1000
2009-04-30T06:45:41Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Editorial
Rogan, S.
Dawson, P.
Draper, S.
We are very pleased to launch this first issue of The Australasian Journal of Peer Learning. The Journal meets a need in higher education for the sharing of research and practices that utilise and enhance peer learning. The Editors have sought to publish a wide variety of examples of peer learning scholarship and practice. One of the great advantages of peer learning practices is the flexibility of the method. Within the pages of the Australasian Journal of Peer Learning, readers will discover examples of peer learning in contexts as varied as medical education and online environments. To celebrate the inaugural issue of the Journal, Dr Deanna Martin who has been a leading light in peer learning for 35 years, describes in the foreword the genesis of one of the world’s most successful and long-lived peer learning programs. The production of The Australasian Journal of Peer Learning has been a most enjoyable experience, and the Editors thank all contributors and welcome comments from readers.
2008-01-01T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol1/iss1/1
https://ro.uow.edu.au/context/ajpl/article/1000/viewcontent/uow051818.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1001
2008-12-09T06:48:52Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Foreword
Martin, D.
In our field of higher education, researchers agree that students in the process of constructing knowledge benefit from peer collaborative learning. In fact, as a social species, all of us take part in a wide range of peer learning experiences each day. Those of us engaged in the study of peer learning seek to discover practices that prove highly effective in terms of student learning and persistence, as well as those that are transportable from one institution to another. The Australasian Journal of Peer Learning is dedicated to bringing its readers those articles that represent the best research and practices in the field. This foreword takes a brief look at Supplemental Instruction, or PASS, which has held a respected place in the field of peer learning since the early 1970s. Supplemental Instruction, which Australian users of the model have brilliantly renamed and adapted into PASS (Peer Assisted Study Sessions) has now reached the mature middle age of 35 years. Many ask what has given SI its staying power over the years. It’s such a simple idea: find the trouble spots in the curriculum; and with the permission of the lecturer, ask a student who has done well in the subject to help others master the content through small group collaborative activities; pay the group Leader; train the Leader to do certain things and not do others; record and analyse the data, and voila, you have something that works. Let me tell you the story of Supplemental Instruction, from its beginnings at the University of Missouri-Kansas City, to its widespread international adoption.
2008-01-01T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol1/iss1/2
https://ro.uow.edu.au/context/ajpl/article/1001/viewcontent/uow051819.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1007
2008-12-09T03:55:34Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
On-line, Off-campus but in the Flow: Learning from Peers in Development Studies
Beckmann, E. A.
Kilby, P.
Development workers studying at the graduate level benefit from exposure to the great variety of cultures and worldviews. In the Australian National University’s Master of Applied Anthropology and Participatory Development (MAAPD) program, peer learning is giving current and future development workers in the field and in the classroom the chance to exchange knowledge, experiences and ideas that bring theory into sharp relief. The program offers flexible and blended delivery options, and has recently focused on using online discussions to nurture the exchanges among on- and offcampus students. Students working alone in development settings as diverse as remote Australia, East Timor, Egypt or Afghanistan can thus interact with their peers in the program to compare their day-to-day experiences of social development, conflict, justice, exploitation, gender or environmental issues, as they attempt to apply theory to practice. Using survey feedback from MAAPD students, this paper examines how the online discussions supported peer learning and provided opportunities for more shared engagement in critical thinking about issues of concern.
2008-01-01T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol1/iss1/8
https://ro.uow.edu.au/context/ajpl/article/1007/viewcontent/uow051809.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1006
2008-12-09T03:55:00Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Peer Assisted Learning in Fleximode: Developing an Online Learning Community
Huijser, H.
Kimmins, L.
Evans, P.
Evidence suggests that peer-assisted learning schemes on campus help students establish social networks which can have a positive influence on their learning achievements. At the University of Southern Queensland (USQ), the majority of students are off campus, which raises the urgent question: how to harness the advantages of Meet-Up (formerly PALS: Peer Assisted Learning Strategy) in an online environment? Given that the potential problem of social isolation is even more acute in distance education, how do we develop a peer assisted learning program online which creates a sense of community for its participants? Since 2006, MSN Messenger has been used on a relatively small scale to facilitate this at USQ, with largely positive initial results. Based on evaluations of this initiative, this paper explores the potential of Wimba software, within an institution-wide Moodle learning management system, to extend peer assisted learning programs in a Web 2.0 context.
2008-01-01T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol1/iss1/7
https://ro.uow.edu.au/context/ajpl/article/1006/viewcontent/uow051809.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1010
2008-12-09T03:50:56Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Providing Multiple Opportunities for PASS Leaders to Reflect Critically
Skalicky, J.
The opportunity for high-achieving university students to take on leadership roles in mentoring and peer learning contexts is perhaps underutilised. Peer Assisted Study Sessions (PASS) programs are an example where the role of the peer leader, who facilitates the study session, is crucial to the success of the program. The implementation of PASS programs is motivated by, not only a desire to address issues of transition and retention within universities, but also a desire to provide learning support for students studying targeted and difficult subjects with large student cohorts. This paper uses Brookfield’s framework (1995) of critical reflection to consider multiple ways in which PASS programs can embed opportunities for PASS Leaders to reflect critically upon their practice.
2008-01-01T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol1/iss1/11
https://ro.uow.edu.au/context/ajpl/article/1010/viewcontent/uow051809.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1009
2008-12-09T03:47:44Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Who am I now? Accommodating New Higher Education Diversity in Supplemental Instruction
Couchman, J. A.
Supplemental Instruction (SI) has undergone many adaptations over its 35 year history as it has evolved to meet new developments in higher education while still maintaining its “original genetic code” (Martin and Blanc, 1995). During this time there have been some additions to its theoretical base to accommodate these developments. However, this paper contends that recent transformations of higher education challenge the adequacy of this base and call for complementing SI’s theoretical base with notions of student learning and literacy as situated social practice. It is argued that SI’s suite of principles lacks reference to research in what can be broadly termed “multiliteracies” (New London Group, 1996), which takes account of contemporary higher education now marked by heterogeneity in the cultural, linguistic and age profiles of students as well as the structure and assessment types of the new disciplines they study. The addition of a multiliteracies perspective will equip SI and its leaders to more fully support these new cohorts of students in negotiating the ideologically contested ground of higher education.
2008-01-01T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol1/iss1/10
https://ro.uow.edu.au/context/ajpl/article/1009/viewcontent/uow051809.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1008
2008-12-09T03:56:20Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Shifting the Balance in First-Year Learning Support: from Staff Instruction to Peer- Learning Primacy
van der Meer, J.
Scott, C.
Effective response to the learning needs of first-year students is a contested issue. In many learning support centres the dominant approach to developing student learning skills is through generic or tailored workshops and/or individual consultations. Although there is a place for these activities, we argue that the balance should be shifted towards a greater emphasis on developing peer-learning activities across the university. The educational advantage of peer learning is wellestablished. Where resources are limited, it may be a more effective way to develop student learning in large institutions. In this article we will explore the broad context of peer-learning in the context of the role of student learning support centres. We will focus in particular on the developing activities within our own institution.
2008-01-01T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol1/iss1/9
https://ro.uow.edu.au/context/ajpl/article/1008/viewcontent/uow051809.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1002
2008-12-09T03:17:52Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
How Learning Theory Creates a Foundation for SI Leader Training
Jacobs, G.
Hurley, M.
Unite, C.
The exploration of alternative teaching and learning strategies such as those utilised in Supplemental Instruction (SI) is becoming increasingly important as students arrive at university less prepared for the rigors of higher education. Keeping these changes in mind, it is necessary to review the theories that inform our approach to ensure the continuing impact of the SI model. This article explores the learning theories that create a foundation for successful SI programs with a focus on how they link to the effective training of SI Leaders.
2008-01-01T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol1/iss1/3
https://ro.uow.edu.au/context/ajpl/article/1002/viewcontent/uow051809.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1003
2008-12-09T03:22:38Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Peer Mentoring as a Strategy to Improve Paramedic Students’ Clinical Skills
Best, G.
Hajzler, D.
Ivanov, T.
Limon, J.
The development of clinical skills and judgment is a key area of learning for undergraduate paramedic students but they typically find translating theory to practice a daunting prospect not least because they practice their developing clinical skills in front of others. This paper documents the rationale and outcomes of a peer mentoring program in which selected third year paramedic students took on the role of mentors within a second year clinical practice subject. The second year students reported that the program had resulted in positive changes, including an improvement in their clinical skills. Mentors reported benefits such as forming effective relationships with their mentees, enhanced positive relationship with the staff and support from their fellow mentors. Comments from staff and future directions are discussed.
2008-01-01T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol1/iss1/4
https://ro.uow.edu.au/context/ajpl/article/1003/viewcontent/uow051809.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1004
2009-03-30T00:18:14Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Student-Creation of eCases for Clinical Reasoning in Pharmacy
Au Yeung, M.
Lam, P.
McNaught, C.
Case-based activities are widely proclaimed to enable better learning through allowing students to practice application of concepts in real-life situations. This paper reports an investigation into the learning benefits derived from engaging students in the development of Pharmacy eCases. This is a small scale pilot study. Two student-developers were actively involved in a year-long project where they converted authentic patient cases encountered from a hospital-based clinical clerkship into pedagogically sound eCases. The purpose of this phase of study is to gather experience to inform an expanded phase of eCase development. Several benefits were found. First, the student-developers noted learning benefits for both their knowledge and skills. Second, the peer students perceived learning benefits on knowledge improvement and agreed that the cases developed are relevant for pharmacy practice. Finally, the teacher gained constructive inputs from students on how to enhance the development of eCases in the expanded phase.
2008-01-01T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol1/iss1/5
https://ro.uow.edu.au/context/ajpl/article/1004/viewcontent/uow051809.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1005
2008-12-09T03:53:28Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
A Comparison of Medical Students’ Preferences for Structured and Unstructured Peer-Learning
Blunt, R.
A survey asked medical students studying the basic sciences to identify effective learning strategies. The purposes of the survey were three-fold: firstly, to identify learning strategies that students prefer; secondly, to encourage students to evaluate their learning strategies; and thirdly, to inform faculty about their students’ learning strategies. This paper compares the students’ preferences for informal peer-learning and Supplemental Instruction. The survey revealed that students use groups discerningly for both learning and support. They believe that SI is valuable for when they need help, for developing understanding, for preparing for tests, and for motivation. The paper concludes with a critical discussion of the students’ choices and recommendations about how faculty and students might use SI to strengthen the learning culture of a course.
2008-01-01T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol1/iss1/6
https://ro.uow.edu.au/context/ajpl/article/1005/viewcontent/uow051809.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1011
2009-09-29T04:01:15Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Leader Self Disclosure within PAL: A Case Study
Allen, Adelaide
Court, Sue
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.
2009-01-01T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol2/iss1/1
https://ro.uow.edu.au/context/ajpl/article/1011/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1012
2009-09-29T03:57:05Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Peer-assisted learning in mathematics: An observational study of student success
Cheng, Dorothy
Walters, Matthew
The Peer-Assisted Learning (PAL) program at the University of Minnesota has drawn from the best practices of Supplemental Instruction, Peer-Led Team Learning, Structured Learning Assistance, the Emerging Scholars Program, and other successful postsecondary peer cooperative learning models to establish guiding principles for structuring learning sessions. To estimate the impact attending weekly math PAL sessions has on students’ chances of successful course completion, an observational study was conducted fall 2008 of 534 University of Minnesota students enrolled in two undergraduate math courses. Success was defined as passing the class with a C- or above, and failure as receiving a D+ or below, including withdrawals. In addition to PAL attendance, 16 other factors were considered in this analysis. Attending all PAL sessions during the semester corresponded with ten times higher odds of success than attending none. While further experimental studies are needed, these observations suggest that following these guiding principles result in effective peer cooperative learning sessions.
2009-01-01T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol2/iss1/3
https://ro.uow.edu.au/context/ajpl/article/1012/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
supplemental instruction
peer-assisted learning
logistic regression
lasso
oai:ro.uow.edu.au:ajpl-1013
2011-12-18T23:30:53Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Being ‘Dumped’ from Facebook: Negotiating Issues of Boundaries and Identity in an Online Social Networking Space
Best, Gill
Hajzler, Darko
Pancini, Geri
Tout, Dan
While Facebook, the world’s most popular Social Networking Site (SNS), has been warmly welcomed by many commentators and practitioners within the educational community, its effects, impacts and implications arguably remain insufficiently understood. Through the provision of an anecdotal and experiential account of the authors’ attempt to introduce Facebook into an existing Peer Assisted Study Sessions (PASS) student peer mentoring program at Victoria University (VU) in Melbourne, this paper aims to explore and thereby explicate some of the issues inevitably arising in relation to the adoption and utilisation of social networking technologies in educational settings. While the authors’ experiences of their own ‘Facebook experiment’ were somewhat ambiguous and ambivalent, this paper is intended to contribute to the ever-expanding body of literature concerned with the use of Facebook in education and to thereby assist in improving educators’ requisite understanding of both the potential positives and pitfalls involved. On the basis of the authors’ experience, it is suggested that careful consideration as well as explicit and iterative articulation and negotiation surrounding issues of staff and student expectations, boundaries and identity management in an online environment comprise the minimum requirements for the successful implementation of social networking into student peer mentoring programs.
2011-12-19T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol4/iss1/5
https://ro.uow.edu.au/context/ajpl/article/1013/viewcontent/JPL_pp24_36_Best.pdf
Journal of Peer Learning
Research Online
Peer Mentoring
Facebook
Social Networking
PASS
Community of Practice
Boundaries
Identity
oai:ro.uow.edu.au:ajpl-1014
2009-09-29T03:54:04Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Students’ Experiences and Perceptions of Peer Assisted Study Sessions: Towards Ongoing Improvement
van der Meer, Jacques
Scott, Carole
Much research has been done on the effectiveness of Supplemental Instruction programs, (Peer Assisted Study Sessions, PASS, in Australasia). Less research has emerged on on students’ reasons for participating in PASS and their perceptions of the effectiveness of the program. In this article, we will report on a small improvement-focused research project at one university. Our particular focus will be to reflect on the survey tool we used and how we could improve the design and administration of this tool. Implications of the survey findings for improving the training program of PASS leaders in this instituion will also be discussed.
2009-01-01T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol2/iss1/2
https://ro.uow.edu.au/context/ajpl/article/1014/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
PASS
Peer learning
oai:ro.uow.edu.au:ajpl-1017
2009-09-29T04:03:30Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
An Exploration of the ‘Lived Experience’ of One Cohort of Academic Peer Mentors at a Small Australian University
Couchman, Judith A
An Exploration of the ‘Lived Experience’ of one Cohort of Academic Peer Mentors at a Small Australian University
2009-01-01T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol2/iss1/5
https://ro.uow.edu.au/context/ajpl/article/1017/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
Supplemental Instruction Leaders
academic peer mentors
academic peer mentoring
oai:ro.uow.edu.au:ajpl-1019
2009-09-29T03:59:05Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Peer-Assisted Tutoring in a Chemical Engineering Curriculum: Tutee and Tutor Experiences
Kieran, Patricia
O'Neill, Geraldine
Peer-Assisted Tutorials (PATs), a form of Peer-Assisted Learning (PAL), were introduced to a conventional 4-year honours degree programme in Chemical Engineering. PATs were designed to support students in becoming more self-directed in their learning, to develop student confidence in tackling Chemical Engineering problems and to promote effective group work. They were implemented as part of a core undergraduate module (Unit Operations). For each PAT, 3rd Year students (Tutees) worked together in groups of 5-6, led by a trained Peer Tutor, a 4th Year student who had previously taken and passed the Unit Operations modules. PATs were well-structured, with each session involving two parts: (i) review of a previously assigned homework problem and (ii) introduction and group discussion of a new homework problem. PATs were evaluated on the basis of feedback from both Tutees and Tutors. PATs attracted high participation rates and yielded high levels of Tutee and Tutor satisfaction, in terms of student perceptions of their understanding of relevant material and enhancement of professionally relevant transferable skills. Although developed for Chemical Engineering, PATs are an effective teaching and learning tool, which could be adapted for any cognate discipline.
2009-01-01T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol2/iss1/4
https://ro.uow.edu.au/context/ajpl/article/1019/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
Peer-Assisted Tutoring
Chemical Engineering Education
Group Work
Active Learning
Transferable Skills
oai:ro.uow.edu.au:ajpl-1020
2010-11-29T04:44:04Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Supplemental Instruction (SI) at the Faculty of Engineering (LTH), Lund University, Sweden. An evaluation of the SI-program at five LTH engineering programs autumn 2008.
Malm, Joakim
Bryngfors, Leif E, Mr
Mörner, Lise-Lotte
The study presents an evaluation of the SI-program at five LTH engineering educations based on data from inquiries to SI-participants and SI-leaders, data on credits taken by the students during the first year, and average grade data from high-school for the first year-students. The results show that participation in SI-sessions markedly improves the chances of student success in studies during the first year. Furthermore, there are clear indications of a positive social introduction to engineering studies that is created through the SI-program. The SI-sessions also improve the participants study techniques and develop common skills important for the engineer, like problem solving, working in a group, and presenting/discussing results.
2010-11-30T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol3/iss1/5
https://ro.uow.edu.au/context/ajpl/article/1020/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
Supplemental Instruction
study technique
student performance
engineering
Peer learning
oai:ro.uow.edu.au:ajpl-1021
2009-09-29T04:08:05Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Editorial
Dawson, Phillip
Draper, Sanchia S
Rogan, S.
Editorial for the 2nd Issue of The Australasian Journal of Peer Learning
2009-01-01T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol2/iss1/6
https://ro.uow.edu.au/context/ajpl/article/1021/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
AJPL
peer learning
2009
Peer Learning
oai:ro.uow.edu.au:ajpl-1023
2010-11-29T04:46:21Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
PASS Student Leader and Mentor Roles: A Tertiary Leadership Pathway
Skalicky, Jane
Caney, Annaliese
In relation to developing leadership skills during tertiary studies, this paper considers the leadership pathway afforded by a Peer Assisted Study Sessions (PASS) program which includes the traditional PASS Leader role and a more senior PASS Mentor role. Data was collected using a structured survey with open-ended questions designed to capture the personal experiences and self-reported learning outcomes of students undertaking leadership roles within the PASS program. Twelve aspects of leadership are presented from twenty-three Leaders and Mentors: organisation, facilitation, support, attitude, relationships, role model, collaboration, communication, responsibility, decision making, pedagogy, and session management. The qualitative differences between the comments of the Leaders and the Mentors highlight the pathway of growth students undertaking the PASS roles may experience as they move from Leader to Mentor. The more senior PASS Mentor role provides an avenue for developing leadership capabilities beyond the traditional PASS Leader role. In contributing to peer learning in higher education, this study positions leadership within the PASS/SI context and potentially alongside tertiary leadership programs more generally.
2010-11-30T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol3/iss1/4
https://ro.uow.edu.au/context/ajpl/article/1023/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
peer learning
PASS
leadership
PASS leadership roles
Aspects of leadership developed in PASS student leader and mentor roles in an institution-wide PASS program
oai:ro.uow.edu.au:ajpl-1024
2010-11-30T01:27:06Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
The Experience of Class Tutors in a Peer Tutoring Programme: A Novel Theoretical Framework
Outhred, Tim
Chester, Andrea
The following paper presents the first known examination of the experiences of class tutors within a peer-assisted learning program. Three female first-year class tutors, aged 25-28 years, provided insight into how they experienced a novel peer tutoring programme embedded in their tutorials. Using grounded theory techniques, it was found that the following five themes underlie their experiences: role exploration, sharing responsibility, regulation of the peer tutored groups, harnessing the peer tutors’ role, and community. Literature from the domain was examined post-hoc and was found to complement these themes. Additionally, it was found that class tutors were beneficiaries of the programme. It was suggested that future research address the limitations of the present study and test a number of hypotheses within a novel theoretical framework. The hypotheses were constructed to include the key roles within embedded peer tutoring, and learning climate typologies and dimensions (Little, 1975).
2010-11-30T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol3/iss1/3
https://ro.uow.edu.au/context/ajpl/article/1024/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
Class Tutors
Embedded Peer Learning
Learning Community
oai:ro.uow.edu.au:ajpl-1025
2010-11-29T04:46:14Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Peer Assisted Study Sessions (PASS) : through a complexity lens
Power, Clare, Ms
Although the Supplemental Instruction (SI) model is offered in a wide range of contexts across many educational institutions in 29 countries, it maintains an identifiable essence. Each SI program, known in Australia as PASS, tends to operate autonomously within its particular institution while maintaining some of the features that interlink all programs that formally identify with this model. These features include near peers facilitating collaborative learning situations that improve attendees’ learning outcomes and increase retention. This paper suggests that complexity theory provides a useful conceptual lens for analysing this multifaceted and multilayered peer learning model. Dimensions of complexity such as self-organisation, fractality, dynamism and emergence seem to offer ways of seeing and sense making that can enhance our understanding of the SI/PASS model, both organisationally and pedagogically. In this initial exploration of complexity and SI/PASS, particularly in its organisational features, I hope to foster conversations that will consider the implications and opportunities of seeing this particular peer learning approach as self-organising, dynamic and emergent.
2010-11-30T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol3/iss1/2
https://ro.uow.edu.au/context/ajpl/article/1025/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
complexity
peer learning
Peer learning
oai:ro.uow.edu.au:ajpl-1026
2011-12-16T02:10:52Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Improving student success in difficult engineering education courses through Supplemental Instruction (SI) – what is the impact of the degree of SI attendance?
Malm, Joakim
Bryngfors, Leif
Mörner, Lise-Lotte
The customary way to determine whether an adopted Supplemental Instruction (SI) program has been successful or not is by comparing course results for two groups, SI attendees and non-attendees. The division of SI attendees and non-attendees is generally done rather arbitrarily by prescribing a minimum number of SI sessions a student has to attend to be considered an SI attendee. Although the SI attendee vs. non-attendee concept is powerful in some respects, it tends to cloud the benefit of attending SI sessions. That a higher SI attendance leads to better course results is perhaps taken for granted, but in the few further studies that have been made, the picture of SI attendance rates vs. course results is not overly clear. The present study aims to contribute to how the degree of SI attendance affects course results in an engineering context at a Swedish University. In the study we divide the students into four categories, those with high, average, low, and no SI attendance. In terms of student success in a course, it is found that there is a clear relation between the number of SI sessions attended and course success. Students with high SI attendance do best followed by students with average, low, and no SI attendance, respectively.
2011-12-19T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol4/iss1/4
https://ro.uow.edu.au/context/ajpl/article/1026/viewcontent/JPL_pp16_23_Malm.pdf
Journal of Peer Learning
Research Online
Supplemental Instruction
Engineering
SI-attendance
Engineering Education
oai:ro.uow.edu.au:ajpl-1027
2010-11-30T00:46:04Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Editorial
Dawson, Phillip
Draper, Sanchia S
Rogan, S.
Welcome to Volume Three of the Australasian Journal of Peer Learning. We are very pleased to announce that the Journal is now ranked by the Australian Research Council’s (ARC) Excellence in Research for Australia (ERA) list. For those readers outside of the Australian context, this ranking means that the ARC recognises the Journal as an outlet for quality, peer reviewed research. The Australasian Journal of Peer Learning is unique on this list as the only journal dedicated to the field of peer learning. Its first two volumes published 14 articles, which have been cited a total of 16 times in the scholarly literature, and downloaded more than 4,000 times.
2010-11-30T08:00:00Z
article
application/pdf
https://ro.uow.edu.au/ajpl/vol3/iss1/1
https://ro.uow.edu.au/context/ajpl/article/1027/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1028
2012-03-01T00:55:21Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Undergraduate student peer mentoring in a multi-faculty, multi-campus university context
Townsend, Robert A
Delves, Melinda
Kidd, Tracy
Figg, Bev
This article explores research that utilised a mapping strategy to investigate the elements of peer mentoring and peer tutoring programs across a multi-campus Australian university. Peer mentoring, peer tutoring and peer learning activities at the multi-campus university are occurring in a manner that may be considered ad-hoc which does not necessarily reflect an organisational commitment to, or philosophy of peer activities in the higher education setting. There is a significant body of research that reveals that mentoring activities benefit all students, mentoring particularly increases access, progress and success of students who traditionally struggle in tertiary education (Barnett, 2008; Walker and Walsh, 2008; Allen, Elby and Lentz, 2006; Budny, Paul and Bon, 2006; Eby, Durley, Evans and Ragins, 2006; Fox and Stevenson, 2006; Ferrar, 2004; Heirdsfield, Nelson, Tills, Cheeseman, Derrington, Tracy, Jagsi, Starr and Tarbell, 2004; Hansford, Tennent and Ehrich, 2003). While it is important to distinguish peer mentoring from peer tutoring/learning in any integrated model, both activities would complement Australian curriculum and student service reforms by providing an added valuable learning resource to all students.
2011-12-19T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol4/iss1/6
https://ro.uow.edu.au/context/ajpl/article/1028/viewcontent/Undergraduate_student_peer_mentoring_in_a_multi_faculty__multi_campus_university_context___Copy.pdf
Journal of Peer Learning
Research Online
universities
peer mentoring
first year experience
undergraduate peer mentoring
oai:ro.uow.edu.au:ajpl-1033
2011-12-18T23:28:01Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Video-based Supplemental Instruction: creating opportunities for at-risk students undertaking Engineering Mathematics
Armstrong, Lyn
Power, Clare
Coady, Carmel
Dormer, Lynette
Video Based Supplemental Instruction (VSI) provides students with an intensive learning experience that aims to help them succeed in a subject which they have previously failed. The program, which has proved successful in similar contexts, was piloted at the University of Western Sydney in an engineering mathematics subject with a high failure rate. Students face difficulty with this subject for a number of reasons, including lack of preparedness and lack of confidence or positive attitude towards mathematics. Consequently students tend to fall behind as the subject progresses and are therefore unable to complete assessments and the exam. This paper provides a case study of the VSI pilot and outlines the methodology of utilising pre-recorded lectures which are the primary VSI learning tool. It describes the outcomes for the attendees who had previously failed this demanding first year subject as well as the insights gained by the staff involved in this collaborative learning program.
2011-12-19T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol4/iss1/3
https://ro.uow.edu.au/context/ajpl/article/1033/viewcontent/JPL_pp03_15_Armstrong.pdf
Journal of Peer Learning
Research Online
Video-based Supplemental Instruction
Engineering Mathematics
peer learning
Peer learning; Engineering mathematics education
oai:ro.uow.edu.au:ajpl-1038
2011-12-16T04:05:30Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Editorial
Dawson, Phillip
Draper, Sanchia S
Rogan, Sally
Chipperfield, Janine
Editorial
2011-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol4/iss1/2
https://ro.uow.edu.au/context/ajpl/article/1038/viewcontent/Editorial.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1039
2011-12-16T02:24:51Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Front matter
Front matter for this issue of the Journal of Peer Learning
2011-12-16T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol4/iss1/1
https://ro.uow.edu.au/context/ajpl/article/1039/viewcontent/verso__1_.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1042
2013-03-11T01:12:15Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
A Student Experience of Peer Assisted Study Sessions in Physiotherapy
Sole, Gisela
Rose, Andrew
Bennett, Tracey
Jaques, Katrina
Rippon, Zoe
van der Meer, Jacques
Peer Assisted Study Sessions (PASS) were introduced as an optional learning experience in a Bachelor of Physiotherapy programme. The aim of this study was to evaluate the use of PASS from the student perspective. Eight third year physiotherapy students who had participated in PASS during their second year of training attended a focus group, at which they provided their perspectives of these PASS sessions. A transciption of the focus group outcomes was analysed qualitatively using the general inductive approach, by two independent reviewers.
Overall, the students’ perceptions of PASS were positive for their learning, showing that PASS is a useful and effective adjunct to formal teaching for this group of students. Three main themes were identified: learning environment, revision and mastery of skills and clinical application. This study suggests that PASS could play a useful role in an undergraduate physiotherapy programme.
2012-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol5/iss1/2
https://ro.uow.edu.au/context/ajpl/article/1042/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
peer assisted learning
physiotherapy
learning environment
clinical application
peer learning
oai:ro.uow.edu.au:ajpl-1046
2013-02-26T02:48:03Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Benefits of Guiding Supplemental Instruction Sessions for SI Leaders: a Case Study for Engineering Education at a Swedish University
Malm, Joakim
Bryngfors, Leif
Mörner, Lise-Lotte
In previous studies on Supplemental Instruction (SI) relatively little attention has been paid to the “senior” students who lead the sessions. The focus in this study is on the benefits that the SI leaders gain from their SI experience. Data from one questionnaire directed at 35 students who recently completed their assignment as SI leaders, and another questionnaire directed at 20 former SI leaders who have graduated and are currently employed, was analysed. The results indicate that the SI leaders improved their communication and interpersonal skills, several types of leadership skills, and self-confidence as well as acquiring a “deeper” understanding of course content. However, the majority of the SI leaders do not seem to have changed their way of studying or their approach to planning their work, based on their SI experiences. A majority of former SI leaders regard their SI leader experience as an important asset in attaining employment after graduation. A clear majority of former SI leaders have had some use, or good use in their later professional life, for skills acquired and developed during their SI leadership.
2012-01-01T08:00:00Z
text
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https://ro.uow.edu.au/ajpl/vol5/iss1/1
https://ro.uow.edu.au/context/ajpl/article/1046/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
supplemental instruction
SI Leader
Peer Learning
Engineering
oai:ro.uow.edu.au:ajpl-1047
2013-03-11T01:19:20Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
‘Spurring you on and rooting for each other’ – the potential value of group research projects.
Hebron, Clair L
Morris, Dinah J
This qualitative study explored students’ experience of collaborating to undertake a neuromusculoskeletal group research project which was conducted in partial fulfilment of their MSc course. A phenomenological approach was adopted to gain insight into participants’ experience of learning and working in a group.
Six participants who were all alumni took part in individual telephone interviews conducted by an independent researcher. The interviews were digitally recorded and transcribed verbatim. Thematic analysis identified four main themes: the role of the supervisor, peer assisted learning, quality enhancement and learning to work in a research team. Participants felt that group projects facilitated their confidence in the research process. This has been demonstrated as two of the alumni have presented their projects at conferences and published in an international journal. Some of the alumni found working in a group challenging, but were able to reflect on the skills which they learned through managing the group dynamics. The potential benefits of group projects are an increase in peer assisted learning, the development of problem solving and critical reasoning, enhanced communication and team skills. The presence of a group member who fails to contribute has been identified as a potential constraint.
Reflection on emerging themes highlighted the importance of the supervisor’s role in facilitating the process. A framework for supervising group research projects work has been produced to facilitate others in supervising to best effect; this will feed into staff and curriculum development.
2012-01-01T08:00:00Z
text
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https://ro.uow.edu.au/ajpl/vol5/iss1/8
https://ro.uow.edu.au/context/ajpl/article/1047/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
Research Projects
Collaberative learning
Peer assisted.
Education
oai:ro.uow.edu.au:ajpl-1051
2014-12-24T04:06:05Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Participation in peer-led academic support services: One adaptation of a natural sciences peer learning model to enrichment in the humanities
Cheng, Stephen
Johnston, Susan
Supplemental instruction (SI) has proven highly effective at improving success rates in high-risk first and second-year courses, in part because peer-led SI sessions inculcate best-practice study skills in a specific learning context which provides opportunities for skill mastery. A successful SI program in the Faculty of Science at the University of Regina, Canada, was adapted to support high-risk classes in the Faculty of Arts. A number of challenges around student participation in SI sessions for arts emerged. This paper provides a brief case study of the adaptation and outlines factors which impact student participation in academic support sessions.
2014-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol7/iss1/4
https://ro.uow.edu.au/context/ajpl/article/1051/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
Supplemental Instruction
participation
attendance
natural sciences
humanities
Academic Support
oai:ro.uow.edu.au:ajpl-1052
2014-01-28T02:02:08Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Peer Assisted Study Sessions for postgraduate international students in Australia
Zaccagnini, Melissa
Verenikina, Irina
Peer Assisted Study Sessions (PASS), a peer led academic support program that has multiple documented academic, social, and transition benefits, is increasingly being utilised in Australian institutions. Whilst PASS has been evaluated from multiple angles in regard to the undergraduate cohort, there is limited research regarding the benefits of PASS for postgraduate students, particularly international postgraduate students. This specific cohort's perspective is significant as international students constitute a large proportion of postgraduate students in Australian universities. This study investigates the role of PASS in contributing to the experience of international postgraduate coursework students at an Australian university through an investigation of its perceived benefits by this cohort of students.
2013-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol6/iss1/8
https://ro.uow.edu.au/context/ajpl/article/1052/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
PASS
Supplemental Instruction
International
Postgraduate
peer learning
mentoring
student experience
Tertiary Education and University Student Experience
oai:ro.uow.edu.au:ajpl-1053
2013-03-11T01:15:07Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
From the Campus to the Cloud: The Online Peer Assisted Learning Scheme
Beaumont, Tim J
Mannion, Aaron P
Shen, Brice O
This paper reports on an online version of Peer Assisted Study Sessions (PASS), also known as Supplemental Instruction (SI), which was trialled in two subjects in the University of Melbourne in 2011. The program, named the Online Peer Assisted Learning (OPAL) scheme, was implemented with the aims of extending the benefits of a successful peer learning program to students other than those who attend face-to-face sessions and contributing to scholarship on the viability of online peer learning with reference to student interest, leader and participant perspectives, and the suitability of synchronous communication platforms. Qualitative research led to mixed findings. Although OPAL was considered to be a viable online peer learning program by leaders and participants, multiple challenges were encountered. With reference to literature on related initiatives and the use of synchronous online learning platforms in higher education, this paper provides an account of the establishment and progress of the initiative, before presenting an analysis of its strengths and weaknesses and a series of recommendations for researchers and practitioners who are interested in online adaptations of face-to-face peer learning programs.
2012-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol5/iss1/6
https://ro.uow.edu.au/context/ajpl/article/1053/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
Online learning
Peer learning
Synchronous communication platforms
Peer Assisted Study Sessions
Supplemental Instruction
Online peer learning
oai:ro.uow.edu.au:ajpl-1054
2014-01-28T22:40:44Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Meet-Up for success: The story of a peer led program’s journey
Kimmins, Lindy R
Technological advancements have forced space and time to evolve to present a virtual university that allows increasing numbers of students to study from a university rather than at university. The best people to guide and advise students through their university journey are experienced students. As Longfellow, May, Burke, and Marks-Maran (2008, p. 95) put it, teachers may be content or subject experts, but current “students are experts at being students.” Studies by Falchikov (2001) found that student leaders provide “expert scaffolding” that steps students from one level of learning to the next within the discipline area. Peer-assisted programs contribute to the development of a caring learning community as their trained leaders scaffold learning and negotiation between lecturer and student, both of which are desirable for student success and sustainable learning practices. Peer-assisted programs also provide a body of students with leadership qualities. This paper briefly explores the history and evolution of an on-campus peer led program to one that is embracing technology and online modes of peer learning. The program’s endurance hints at excellence and its dynamic nature is founded on innovation.
2013-01-01T08:00:00Z
text
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https://ro.uow.edu.au/ajpl/vol6/iss1/9
https://ro.uow.edu.au/context/ajpl/article/1054/viewcontent/8._Kimmins_pp._103_117.pdf
Journal of Peer Learning
Research Online
peer learning
oai:ro.uow.edu.au:ajpl-1055
2014-01-28T01:58:04Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
A comparative study of African-American males vs females at a minority institute of higher learning and the role of Supplemental Instruction
Rafi, Fawad
Karagiannis, Nikolaos
The purpose of this paper is to draw a comparison of high attrition rates among African-American males versus African-American females in higher education and examine the role of Supplemental Instruction (SI). The study was conducted at a minority institution (Winston-Salem State University) where African-American students are in the majority. For this study, data was utilised from Cooperative Institutional Research Program (CIRP) surveys, Accuplacer placement test scores of incoming freshmen populations, and academic assistance pursued through the SI Program by African-American male and African-American female students. Primary sources and available statistical information were also used. Comparisons were made between the study habits of African-American male and African-American female students and their implications for the retention rates of these students. These comparisons are presented in the findings section of the paper. Brief conclusions end the paper.
2013-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol6/iss1/7
https://ro.uow.edu.au/context/ajpl/article/1055/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
Black male
college retention
supplemental instruction
remedial courses
oai:ro.uow.edu.au:ajpl-1056
2013-03-11T01:16:45Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Follow the Leader: Understanding the impact being a P.A.S.S Leader has on Self-Efficacy
McPhail, Ruth
Despotovic, William Vuk
Fisher, Ron
The purpose of this qualitative study is to inform and advance the body of knowledge of the contribution that ‘Peer Assisted Study Sessions’ (PASS) provides for student leaders in terms of its impact on their self-efficacy - the personal belief in competence to succeed within certain situations (Bandura, 1986). To date, there has been little research providing a practical insight into whether acting as the leader of university PASS has a perceived impact on self-efficacy. The results of the qualitative research are based on interviews from a sample of 16 leaders. We found that being a PASS leader improved self-efficacy specifically in the areas of: cognitive development, performance, engagement and satisfaction. The results of this study may have implications for the development of future programs, particularly, in terms of attracting suitable candidates in the recruitment process, the future training of leaders and the provision of ongoing support for the leaders to participate effectively in such programs.
The purpose of this qualitative study is to inform and advance the body of knowledge of the contribution that ‘Peer Assisted Study Sessions’ (PASS) provides for student leaders in terms of its impact on their self-efficacy - the personal belief in competence to succeed within certain situations (Bandura, 1986). To date, there has been little research providing a practical insight into whether acting as the leader of university PASS has a perceived impact on self-efficacy. The results of the qualitative research are based on interviews from a sample of 16 leaders. We found that being a PASS leader improved self-efficacy specifically in the areas of: cognitive development, performance, engagement and satisfaction. The results of this study may have implications for the development of future programs, particularly, in terms of attracting suitable candidates in the recruitment process, the future training of leaders and the provision of ongoing support for the leaders to participate effectively in such programs.
2012-01-01T08:00:00Z
text
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https://ro.uow.edu.au/ajpl/vol5/iss1/7
https://ro.uow.edu.au/context/ajpl/article/1056/viewcontent/auto_convert.pdf
https://ro.uow.edu.au/context/ajpl/article/1056/filename/0/type/additional/viewcontent/Table_1_SurveyResults_PartB_Self_Efficacy_of_PASS_Leaders_19September2012.docx
Journal of Peer Learning
Research Online
PASS
SI
Leaders
Self-Efficacy
Qualitative
oai:ro.uow.edu.au:ajpl-1057
2013-02-27T23:20:04Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Precious MeTL: Reflections on the use of Tablet PCs and collaborative interactive software in peer-assisted study sessions
Devey, Adrian
Hicks, Marianne
Gunaratnam, Shaminka
Pan, Yijun
Plecan, Alexandru
Peer-Assisted Study Sessions (PASS) is an academic mentoring program, where high achieving senior students assist small groups of first years in study sessions throughout semester. One of the challenges PASS Leaders face at Monash in conducting their classes is the limited time they have with their students. The current paper explores, through action research, the use of Tablet PCs and an interactive, online whiteboard software suite called MeTL to increase the efficiency of time spent learning and sharing. The PASS Leaders found that while some difficulties remained, the advantages of using the Tablet PCs and the software were significant, particularly for student engagement, increasing time efficiencies, student collaboration and encouraging real-time feedback to the PASS Leader.
2012-01-01T08:00:00Z
text
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https://ro.uow.edu.au/ajpl/vol5/iss1/5
https://ro.uow.edu.au/context/ajpl/article/1057/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
PASS
education
technology
interaction
student engagement
Peer-assisted learning
education technology
oai:ro.uow.edu.au:ajpl-1059
2013-02-26T02:50:05Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Asynchronous Online Peer Assistance: Telephone Messages of Encouragement in Post Licensure Nursing Programs
Melrose, Sherri
Swettenham, Steve
Peer assistance activities can strengthen online learning environments. And yet, like other professional adult learners, working post licensure nurses attending university part time to upgrade their credentials may have limited interest in student-to-student interaction. Some intentionally choose asynchronous self-paced courses so they can work on their own. This Telephone Messages of Encouragement educational innovation illustrates a peer assistance activity suitable for asynchronous courses in both undergraduate and graduate programs. Students’ recorded messages of encouragement to their peers are collected on a telephone answering machine as MP 3 files and then embedded in courses. The activity provides an option for students to ‘hear’ from other students at any time.
2012-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol5/iss1/4
https://ro.uow.edu.au/context/ajpl/article/1059/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
online asynchronous peer assistance
post licensure nurses
Higher Education
Online Nursing Education
oai:ro.uow.edu.au:ajpl-1060
2014-01-28T01:44:05Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
The perspectives of health care professionals on the value of peer mentoring during rehabilitation
Townsend, Rob
There is growing acknowledgement that individuals who experience peer support following a major health event adapt more effectively to physical and psycho-social challenges. Research indicates that patients who experience peer mentoring support during the immediate rehabilitation period appear to adapt better and perceive themselves as better adjusted post injury or illness. Despite this, there appears to be only sporadic attention paid to the value that peer mentoring could play in health care delivery. This article reveals research that explored the beliefs, values, and experiences of five health care professionals about peer mentoring at a major urban rehabilitation centre. Three broad themes emerged from the research: bio-medicine and culture, transitions, and multidisciplinary understandings of peer mentoring. The research found that the dominance of bio-medicine impacted on the effective utilisation of peer mentoring in this culture.
2013-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol6/iss1/5
https://ro.uow.edu.au/context/ajpl/article/1060/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
peer mentoring
rehabilitation
health care
oai:ro.uow.edu.au:ajpl-1061
2013-03-11T01:24:43Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Editorial
Skalicky, Jane
Dawson, Phillip
Welcome to Volume Five of the Journal of Peer Learning. The journal has now published 24 articles, which have been downloaded more than 14,000 times.
This volume marks a significant period for the journal with planning by the Editorial team to ensure sustainability of the journal and ongoing quality in the sharing of research in peer learning. Since publication of Volume 4 we have appointed an Editorial Board to provide oversight and guidance to the editorial team in the strategic direction of the journal.
The Editorial Board members are: Associate Professor David Arendale, University of Minnesota Professor Jennifer Keup, University of South Carolina Professor Sally Kift, James Cook University Professor Rod O'Donnell, University of Technology, Sydney Professor Keith Topping, Dundee University
Further, the Journal’s Editor and co-founder, Dr Phillip Dawson and Associate Editor, Ms Sanchia Draper will be moving out of their day to day roles into positions on the Editorial Board, As the incoming Editor, Dr Jane Skalicky would particularly like to thank them for their commitment to the reputation of the Journal of Peer Learning and their underlying passion for ensuring that the work of peer learning practitioners and researchers has a scholarly place for sharing of this work.
In this volume we have three articles that share the outcomes of the integration of technologies with peer learning environments: the use of Table PCs in Devey, Hicks, Gunaratnam and Pan; asynchronous peer assistance in a nursing program, in Melrose and Swettenham; and the piloting of an online PASS program in Beaumont, Mannion and Shen. The article by Melrose and Swettenham also sees the introduction of our Notes section, which publishes brief high-quality non-peer-reviewed articles. Also in this volume are two applications of the Supplemental Instruction/PASS model to the disciplines of Engineering (Malm, Bryngfors and Mörner) and Physiotherapy (Sole, Bennett, Jaques, Rippon, Rose and van der Meer).
The final two articles apply qualitative methods: to the study of self efficacy (McPhail, Despotovic and Fisher) and to students’ experience of collaboration in a Master of Science research project (Hebron and Morris).
The publication of this volume sees the journal with a healthy pipeline of articles to come in the future and we invite authors to submit articles at any time for consideration for future volumes,
EDITORIAL TEAM
Dr Jane Skalicky, University of Tasmania
Dr Phillip Dawson, Monash University
Associate Editors
Dr. Elizabeth Beckmann, Australian National University
Sanchia Draper, The University of Melbourne
Janine Chipperfield, Griffith University
Dr. Chad Habel, University of Adelaide
Dr. Henk Huijser, Batchelor Institute of Indigenous Tertiary Education
Sally Rogan (Editorial Advisor), University of Wollongong
2012-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol5/iss1/3
https://ro.uow.edu.au/context/ajpl/article/1061/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1062
2014-12-24T04:10:04Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
The first year experience of a peer assisted learning program in two institutes of technology in Ireland.
Ginty, Carina
Harding, Nuala M
This paper describes a collaborative action research study in which peer assisted learning was deployed simultaneously across a range of disciplines in two institutes of technology in Ireland.
The aim of the research was to determine if peer assisted learning enhances the learning experience of first year participants. An action research approach was selected and involved three phases between 2009 and 2011. The implementation of each phase was informed by a review of the previous phase. The third phase also incorporated the rollout and evaluation of a new peer assisted learning student leadership module (an elective 5 ECTs European Credit and Accumulation Transfer System) in both institutes.
This paper focuses on both quantitative and qualitative data from the first year experience student survey, which was designed and deployed in phase one and repeated in phase two. The survey is supplemented by data from focus groups with student leaders and session reviews. Qualitative data was analysed using both the constant comparison method and text analysis.
Our findings illustrate the challenges associated with implementing and embedding a long-term peer assisted learning program as part of the first year student experience. In addition, we found wide ranging benefits for the two institutes of technology that collaborated on the development, rollout, and evaluation of the program. An evidence based model emerged, which involved a partnership between management, academic staff, student services, and learning and teaching advocates. These partners continue to work together to sustain the program.
2014-01-01T08:00:00Z
text
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https://ro.uow.edu.au/ajpl/vol7/iss1/5
https://ro.uow.edu.au/context/ajpl/article/1062/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
Peer Assisted Learning
First Year Experience
Ireland
Institutes of Technology
Programme Development Challenges
Programme Outputs
oai:ro.uow.edu.au:ajpl-1063
2014-01-28T04:26:17Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Helping students with difficult first year subjects through the PASS Program
Sultan, Fauziah K.P.D.
S. Narayansany, Kannaki
Kee, Hooi Ling
Kuan, Chin Hoay
Palaniappa Manickam, M. Kamala
Tee, Meng Yew
The purpose of this action research was to find out if participants of a pilot PASS program found it to be helpful. The program was implemented for the first time in an institute of higher learning in Malaysia. An action research design guided the study, with surveys, documents, and reflections as primary data sources. The findings were largely positive, with participants citing PASS sessions to have helped them in the study of difficult first year subjects and in the development of some study skills. PASS also improved social integration. The collaborative and facilitated structure of PASS sessions were reported to be key aspects that improved student learning. Some issues were also highlighted and discussed, such as misconceptions of the role of PASS leaders.
2013-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol6/iss1/6
https://ro.uow.edu.au/context/ajpl/article/1063/viewcontent/5._Sultan_pp._59_75.pdf
Journal of Peer Learning
Research Online
Peer Assisted Study Sessions
oai:ro.uow.edu.au:ajpl-1064
2014-12-24T03:24:04Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Peer teaching experiences of final year paramedic students: 2011-2012
Williams, Brett
Fellows, Holly
Eastwood, Kathryn
Wallis, Jamie
Peer assisted learning (PAL) is one method of teaching which involves peers, or people from similar social groups, in reciprocal learning where one peer educates another and in return learns through the teaching experience. There have been many reported benefits of PAL programs. PAL has a long history of use in healthcare education; however, for paramedic education there is a paucity of literature. A pilot PAL project was undertaken in the Bachelor of Emergency Health (BEH) course at Monash University in Melbourne, Australia. This study had two aims: i) to evaluate the effectiveness of the pilot PAL program, and ii) to compare academic grades between peer teachers and those not involved in the PAL program over 2011–2012. Forty-one students volunteered, with 23 students in 2011 and 18 in 2012. At the completion of their peer teaching, all students were asked to complete the 14-item Peer Teaching Experience Questionnaire (PTEQ).
Of the 41 students, 63.4% were female, 73.2% were under 25, 82.9% had been taught by peers previously, 31.7% had taught peers previously, and 51.2% had undertaken previous tertiary studies. Students strongly agreed teaching and leadership were important to the paramedic role. Students also strongly agreed that their peer teaching experience was personally rewarding, increased their knowledge and skills, and would be of direct benefit to them as a graduate paramedic. Moreover, students who participated in the PAL project as peer teachers obtained higher clinical marks on their final clinical examination than their non-PAL counterparts (2011 76.5% vs. 71.0%, p < .001, and 2012, 75.2% vs. 72.7%, p < .001). This study suggests PAL programs have a great potential to provide a wide range of benefits in paramedic courses. As this was a pilot program, there were many limitations and caution should be used in making any generalisations. However, the overwhelmingly positive response from the students strongly suggests PAL programs should continue to be implemented in paramedic education.
2014-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol7/iss1/7
https://ro.uow.edu.au/context/ajpl/article/1064/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
Peer assisted learning
peer teaching
paramedic
peer-assisted learning
oai:ro.uow.edu.au:ajpl-1065
2014-01-28T05:56:33Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Psychometric examination of the modified Clinical Teaching Preference Questionnaire (CTPQ)
Williams, Brett
Winship, Christian
While peer-assisted learning (PAL) continues to gain momentum internationally among educators and curricula, its use within the paramedic profession is still novel and untested. Therefore having instruments with strong measurement properties to use in paramedic PAL is important. This study is an investigation into the dimensionality and reliability of the 10-item Clinical Teaching Preference Questionnaire (CTPQ) at a large Australian university in 2011 and 2012. Data from the CTPQ completed by first year undergraduate paramedics (N = 218) were analysed using a Principal Components Analysis (PCA) with varimax rotation. The majority of the participants were female 68% (n = 150) and aged less than 26 years of age 85% (n = 187). Results from the PCA indicated a three-factor solution, accounting for 61.3% of the total variance. All item loading coefficients were well above .40. Findings from the PCA provide preliminary results that the CTPQ is multidimensional producing a three-factor solution: Peer Learning Management, Peer-Led Supervision, and Instructor-Led Supervision. Other results demonstrated poor internal consistency and a large number of non-redundant residuals indicating further psychometric examination of the CTPQ is required.
2013-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol6/iss1/3
https://ro.uow.edu.au/context/ajpl/article/1065/viewcontent/2._Williams_pp._19_29.pdf
Journal of Peer Learning
Research Online
Peer-assisted learning
paramedic education
undergraduates
principal components analysis.
oai:ro.uow.edu.au:ajpl-1067
2014-01-29T05:08:52Z
publication:journal_articles
publication:bal
publication:asd
publication:commpapers
publication:ajpl
publication:document_types
Faculty and academic staff perceptions, experiences and expectations of the PASS Program: A case study
Huang, Tairan K
Pepper, Matthew P.J
Cortese, Corinne L
Rogan, Sally
Current research largely explores the evaluation and perceptions of Peer Assisted Study Sessions (PASS) from the student perspective. The purpose of this study was to identify and evaluate institutional, faculty, and academic staff perceptions, experiences, and expectations of an established PASS program in the Faculty of Business in an Australian University. A survey and semi structured interviews were used to collect responses from participants from each level of the university, including the PASS program coordinators, Dean of Faculty, Head of School, and subject coordinators. Results highlight the importance of “closing the communication loop” between PASS leaders and academics to maintain the efficacy of such programs and aid in their continuous improvement. This research contributes to the literature concerning peer learning. The findings may be used in the future development of programs such as PASS to further inform the engagement of academic staff to enhance the student learning experience in such programs.
2013-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol6/iss1/10
https://ro.uow.edu.au/context/ajpl/article/1067/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
Supplemental Instruction (SI)
PASS
Higher Education
Business Education
oai:ro.uow.edu.au:ajpl-1068
2014-01-28T04:20:49Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
The development of a peer assisted learning model for the clinical education of physiotherapy students
Sevenhuysen, Samantha L
Nickson, Wendy
Farlie, Melanie K
Raitman, Lyn
Keating, Jennifer L
Molloy, Elizabeth
Skinner, Elizabeth
Maloney, Stephen
Haines, Terry P
Demand for clinical placements in physiotherapy education continues to outstrip supply. Peer assisted learning, in various formats, has been trialled to increase training capacity and facilitate student learning during clinical education. There are no documented examples of measurable or repeatable peer assisted learning models to aid clinicians in implementing these strategies.
The aim of this research was to develop a repeatable and quantifiable peer assisted learning model of clinical education for paired undergraduate physiotherapy students. Additionally, the project aimed to evaluate the impact of clinician engagement in the model development process on their self-rated ability to facilitate peer assisted learning.
A series of four workshops was conducted to facilitate development and refinement of a peer assisted learning model by physiotherapy clinical educators. The workshops introduced relevant peer learning principles and a range of clinically relevant educational tools to educators. Consensus was targeted on the tools and approaches that would underpin the peer assisted learning model. A survey investigating participants’ self-rated ability to facilitate components of peer assisted learning was administered prior to, and on completion of, the workshop series.
Educators agreed on a model to facilitate student peer interaction in clinical reasoning, observation of performance, risk identification and mitigation, and feedback and coaching. Tools to evaluate student and clinical educator outcomes were developed. On completion of the workshops, participants reported significantly more confidence in their ability to facilitate peer assisted learning.
Development of a peer assisted learning model of clinical education that is acceptable to clinical educators was achieved through stakeholder involvement from concept stage. Assessment of educator knowledge and confidence, combined with critical review of stakeholder feedback at multiple stages in model development, appeared effective in conveying ownership of the model to clinical educators and identifying the support required for confidence in facilitating peer assisted learning.
2013-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol6/iss1/4
https://ro.uow.edu.au/context/ajpl/article/1068/viewcontent/3._Sevenhuysen_pp._30_45.pdf
Journal of Peer Learning
Research Online
peer assisted learning
students
clinical education
oai:ro.uow.edu.au:ajpl-1077
2014-12-31T01:01:58Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
The effectiveness of peer taught group sessions of physiotherapy students within the clinical setting: A quasi-experimental study
Scott, Des
Jelsma, Jennifer
The study aimed to investigate whether learning from peers, learning from a clinical educator, or being the peer teacher during clinical group sessions was more effective at enhancing student learning outcomes for different health conditions. A secondary aim was to determine which method students found more satisfactory. Physiotherapy students at the University of Cape Town were sent to different paediatric sites for clinical experience, including a children’s convalescent home, two special schools, a day care centre for children with severe disabilities, and a mainstream school. The research design was quasi-experimental in that different teachers (peer vs. educator) were assigned randomly to each health condition. All 38 third year students were eligible for inclusion in the study. Approximately 10 students attended each weekly group teaching session, which was either peer-led or educator-led. Students were required to complete a test covering content taught by the different teachers. The nature of the person presenting to the small group did not have an impact on test scores. There were no significant differences in students’ mean test scores between the peer-led, educator-led, or self-led conditions. However, test scores were significantly higher in the health conditions with severe disability than the other conditions. Students also reported higher satisfaction with clinical educator teaching.
2014-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol7/iss1/9
https://ro.uow.edu.au/context/ajpl/article/1077/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
Clinical education
peer-led teaching vs. clinical educator-led teaching
peer learner
Clinical education of physiotherapy students
oai:ro.uow.edu.au:ajpl-1079
2014-01-28T06:30:05Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Editorial
Skalicky, Jane
Welcome to Volume Six of the Journal of Peer Learning. This issue includes nine articles from across Australia, Malaysia, and the United States, with authors sharing a diverse range of peer learning research. The breadth of articles presented is evidence of the relevance of peer learning across cultures, disciplines, and learning environments, in both undergraduate and postgraduate contexts.
2013-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol6/iss1/1
https://ro.uow.edu.au/context/ajpl/article/1079/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1078
2014-01-28T03:34:34Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Student acceptance and application of peer assessment in a final year genetics undergraduate oral presentation
Verkade, Heather
Bryson-Richardson, Robert J
Undergraduate students benefit from observation of each other’s oral presentations through both exposure to content and observation of presentation style. In order to increase the engagement and reflection of final year students in an oral presentation task, a peer assessment component was introduced using a rubric that emphasised scientific skills over presentation quality. This study investigated the effect of peer assessment on students’ reported motivation and reflection, and their level of acceptance of peer evaluation of an oral presentation. As a result of peer assessment, students reported being more engaged, feeling a sense of responsibility, and many felt that they reflected more on their own talk. Students considered presentation style over scientific quality and demonstrated a strong reticence to award low marks. The impact on the final marks was mitigated by using a 20% weighting on the peer assessment, a level that the majority of students considered acceptable. This analysis suggests that peer assessment can achieve the intended learning outcomes. This paper provides a suggested process for using peer assessment in oral presentations with a strong science component and discusses approaches to examine and mitigate the observed student reticence to award low marks.
2013-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol6/iss1/2
https://ro.uow.edu.au/context/ajpl/article/1078/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1080
2014-12-24T04:14:04Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
A study of medical students' peer learning on clinical placements: What they have taught themselves to do
Tai, Joanna H-M
Haines, Terry P
Canny, Benedict J
Molloy, Elizabeth K
Peer assisted learning (PAL) is implemented in many undergraduate medical programs, largely in classroom-based learning. There is relatively less knowledge about the use of PAL in clinical education environments. This study explores how PAL is experienced and perceived by Year 3 medical students who are new to the clinical environment. Students across urban/metropolitan sites, rural sites, and an international site (Malaysia) were invited to participate in a cross-sectional survey; 54 of a potential 415 students responded. We found that students are already using PAL on their clinical placements and can see its value. PAL not only occurs in structured events within the curriculum, such as Problem Based Learning (PBL) or bedside tutorials, but also in unstructured and student-prompted ways, such as debriefing cases at lunch time, observation of practice on the ward, and self-selected study groups outside clinical placement. These PAL activities in the clinical environment are yet to be mapped within the literature. Importantly, contrary to previous studies, PAL was not reported to increase competition amongst students and a drive for social acceptance was not reported to hinder honest peer-to-peer feedback. Despite the “organic” episodes of PAL on clinical placements, students reported that they needed more PAL education and training. Students are reticent to judge their peers’ performance, not because of social pressures, but due to a lack of confidence in knowing performance targets. Observational research is suggested as a way to further explore these trends and to inform development of helpful PAL strategies for learners.
2014-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol7/iss1/6
https://ro.uow.edu.au/context/ajpl/article/1080/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
medical students
clinical placements
clerkships
workplace learning
peer learning
medicine
oai:ro.uow.edu.au:ajpl-1085
2014-12-30T22:52:05Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Annotated bibliography of postsecondary peer cooperative learning programs available online
Arendale, David R
As part of my scholarly and personal research interests, I maintain an annotated bibliography of 1,100+ publications about postsecondary peer learning programs. While I have posted it as a PDF online in the past, I am now making it available in multiple formats: PDF, Word, and EndNote database file as an open educational resource. You might find this useful when generating support for a campus peer study group program, writing an article, or your own professional interest. Nearly 25 percent of the citations are by researchers describing their findings with peer programs outside the U.S. Peer learning programs are a world-wide approach for higher student achievement and engagement as well as a powerful incubator for personal, educational, and professional benefits for the peer learning group facilitators themselves.
2014-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol7/iss1/2
https://ro.uow.edu.au/context/ajpl/article/1085/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
peer learning
annotated bibliography
online
oai:ro.uow.edu.au:ajpl-1092
2015-01-06T06:37:11Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Academic Skills Rovers: A just in time peer support initiative for academic skills and literacy development
Copeman, Peter
Keightley, Polly
In 2013 the University of Canberra (UC) initiated a program of peer-assisted academic skills help, the Academic Skills Rovers program, with the goal of providing drop-in peer learning support to students at campus locations where they congregate to study. The Academic Skills Rovers were initially recruited from the teacher education discipline, but the pool was subsequently extended to include students with high-level literacy skills from other fields. The program has proven to be a successful addition to the scope of learning development support offered at UC, as measured by a rapid increase in the number and reach of consultations, enthusiastic evaluations by students, and the positive experiences of the Rovers themselves. This article outlines and analyses the features of the program to provide a road map for other institutions contemplating the introduction of a similar service and proposes possible further directions for the future.
2014-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol7/iss1/3
https://ro.uow.edu.au/context/ajpl/article/1092/viewcontent/3._Copeman_et_al.__pp._1_22_.pdf
Journal of Peer Learning
Research Online
peer-led; academic skills; language and literacy development; just in time
higher education; peer learning
oai:ro.uow.edu.au:ajpl-1093
2015-09-24T01:32:16Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Peer learning strategies: Acknowledging lecturers’ concerns of the Student Learning Assistant scheme on a new higher education campus
Kodabux, Adeelah
Hoolash, Bheshaj Kumar Ashley
The Student Learning Assistant (SLA) scheme was introduced in 2010 at Middlesex University Mauritius Branch Campus (MUMBC). The scheme is similar to traditional peer learning strategies, such as Peer Assisted Learning (PAL) and Peer Assisted Study Sessions (PASS), which are widely operated in higher education environments to motivate student engagement with their learning. Different departments at MUMBC employ the SLA scheme as a student-to-student support mechanism. General feedback from students receiving SLA support reveals benefits of the scheme in terms of students’ active engagement with course materials and deeper understanding of their subject area. However, within these departments, lecturers’ perceptions of the scheme are surprisingly varied. Since the 1970s, a comprehensive range of research has been undertaken on the expansion of peer learning and the welcome benefits it affords to students. Yet, the focus on student experience has been at the expense of overlooking lecturers’ views of the scheme. This paper seeks to bridge this gap. It aims to examine lecturers’ experience of the scheme and to recommend actions to overcome some of their apprehension with the project.
2015-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol8/iss1/7
https://ro.uow.edu.au/context/ajpl/article/1093/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
peer assisted learning
student assistant learning
lecturers
higher education
learning
teaching
new campus
Peer assisted learning in higher education
oai:ro.uow.edu.au:ajpl-1095
2015-09-24T01:05:50Z
publication:journal_articles
publication:smh
publication:asd
publication:ihmri
publication:ajpl
publication:document_types
Peer Assisted Study Sessions for research trainees
Cusick, Anne
Camer, Danielle
Stamenkovic, Alexander
Zaccagnini, Melissa
Research training should facilitate effective researcher role development. While researcher roles require the performance of specialised knowledge and skill, they also require development of personal research identities within social contexts. Interaction with research peers can provide opportunities for reflective role development. Ad-hoc cohort-specific peer interventions are relatively common in research training, but these can lack standardisation and clear conceptual frameworks to underpin strategies. Peer Assisted Study Sessions (PASS) provide a structured approach to peer support for learning. As such, we aimed to develop, implement and evaluate a PASS program for research trainees. Participants (N = 21; (9 male, 12 female; exercise science n = 5, biomedical science n = 7, science n = 2, public health n = 4, nutrition n = 3) were post-bachelor honours students and PASS was provided on a weekly basis. Demographic, academic, and PASS data were collected from institutional records. Students completed standardised PASS satisfaction evaluations. Standard undergraduate PASS administrative, funding, and reporting strategies were successfully applied. Leader selection, training, and PASS resource development processes were adapted for the research training context. Attendance and student satisfaction was high as was timely completion of research related assessments. PASS has been shown to provide methodological consistency and a transparent conceptual framework to frame expectations about the process, leader and participant roles, and mechanisms to evaluate impact. PASS enables institutionally sanctioned but peer driven opportunities for social exchange wherein reflective interpretive approaches to research role development can be considered.
2015-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol8/iss1/4
https://ro.uow.edu.au/context/ajpl/article/1095/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
research training
supplemental instruction
biomedical science
public health
nutrition
sociology of professions
peer learning
oai:ro.uow.edu.au:ajpl-1096
2015-09-22T06:24:32Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Developing a peer educator program to raise awareness about elder abuse
Weeks, Lori E.
Bryanton, Olive
McInnis-Perry, Gloria
Chaulk, Paul
There continues to be lack of public awareness about elder abuse. To help address this issue, we developed and piloted an elder abuse peer educator training program from an educational gerontology and health empowerment perspective. We describe the process employed to train older adults as peer educators. We present evaluation results from data collected from trained peer educators and those who attended educational sessions led by the trained peer educators. The results of the evaluation are useful in the continued development of our peer educator program and in identifying topics for further research.
2015-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol8/iss1/5
https://ro.uow.edu.au/context/ajpl/article/1096/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
peer education
elder abuse
empowerment
adult education
oai:ro.uow.edu.au:ajpl-1097
2014-12-24T03:08:04Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Classmate peer-coaching: "A Study Buddy Support scheme"
Thalluri, Jyothi
O'Flaherty, Jackie A
Shepherd, Paul L
This study had two aims: firstly, to determine whether participation in a peer support scheme called Study Buddy Support (SBS) improves pass rates of “at risk” students, and secondly, to examine the advantages of this model over hierarchical models where senior students tutor junior years.
Bachelor of Nursing and Midwifery students in a first year Bioscience course completed an assessment early in the semester. Based on their performance, “at risk” students (Buddies) and high achievers (Buddy Leaders) were identified to participate in this scheme, either on campus (internal) or via Virtual Classrooms (VC) (external). Quantitative percentage failure rates for those “not at risk” and those “at risk” utilising and not utilising SBS were compared. Qualitative comments were also examined.
Of those in the SBS scheme, 72% passed, while only 49% of those not participating passed. Buddies identified the reassurance of not being alone, as well as a friendly, non-intimidating learning environment, as SBS positives. For Buddy Leaders, consolidation of learning, developing networks, and improved team and leadership skills were positives. The current SBS scheme increased percentage pass rates and Buddies and Buddy Leaders alike suggested personal benefits for the initiative.
The networks developed in this SBS scheme can progress throughout the entire degree but are lost in a hierarchical model as senior mentors graduate. This suggests that the advantages of the SBS scheme may persist beyond first year and may further strengthen retention in later years.
2014-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol7/iss1/8
https://ro.uow.edu.au/context/ajpl/article/1097/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
Study Buddy
Buddy Leader
‘At Risk’
Attrition Rate
Virtual Classroom
Biosciences
Teaching and Learning
oai:ro.uow.edu.au:ajpl-1098
2015-09-22T05:48:04Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
A note on evaluating Supplemental Instruction
Paloyo, Alfredo R
Selection bias pervades the evaluation of supplemental instruction (SI) in non-experimental settings. This brief note provides a formal framework to understand this issue. The objective is to contribute to the accumulation of credible evidence on the impact of SI.
2015-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol8/iss1/2
https://ro.uow.edu.au/context/ajpl/article/1098/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
selection bias
randomization
potential outcomes
education
evaluation
oai:ro.uow.edu.au:ajpl-1100
2014-12-31T02:45:54Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Editorial
Skalicky, Jane
Welcome to Volume Seven of the Journal of Peer Learning. The seven peer reviewed articles included in this issue are evidence of the continued international interest in and application of peer learning as a core transition and learning and teaching strategy in supporting student success, with articles in this issue sharing research undertaken across Ireland, Canada, South Africa, and Australia. This issue also includes a highly valuable author's note by Arendale, who provides readers of our journal with easy access to the annotated bibliography that he maintains on postsecondary peer cooperative learning programs.
2014-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol7/iss1/1
https://ro.uow.edu.au/context/ajpl/article/1100/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1101
2016-09-22T01:10:29Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
“My Purpose Was to Help Them With Accounting, Not English”: An Exploratory Study of Languages Other Than English in Peer Assisted Study Sessions
Supple, Briony J
Best, Gill
Pearce, Amanda
This paper considers when and for what purposes Peer Assisted Study Session (PASS) Leaders at an English medium university use their first language (when that language is not the dominant language of instruction) to facilitate PASS sessions in an English speaking university.
This small qualitative exploratory study examines the experiences of eight PASS Leaders who speak a language other than English. The paper explores how and for what purposes the PASS Leaders utilised their first language (referred to as L1) of Chinese or Vietnamese and their second language of English (referred to as L2). The research participants revealed complex and well-considered decision-making processes regarding the language(s) they used in their sessions as PASS Leaders. Broadly, the language they used depended on the linguistic backgrounds and preferences of the session attendees, the concepts covered in the sessions, and the importance PASS Leaders ascribed to learning English over learning the subject’s content. We suggest that there may be room for languages other than English as a “medium of instruction” in PASS sessions. Our initial investigations warrant broader discussion and further research within the PASS/SI community about the role L1s can play in enhancing the student learning experience in PASS sessions, for both PASS Leaders and PASS attendees.
2016-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol9/iss1/6
https://ro.uow.edu.au/context/ajpl/article/1101/viewcontent/5._Supple_et_al._pp._49_65.pdf
Journal of Peer Learning
Research Online
peer mentoring
international students
English as a Second Language
bilingualism
oai:ro.uow.edu.au:ajpl-1102
2015-09-22T06:02:05Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Developing Student Mentor self-regulation skills through formative feedback: Rubric development phase
Hammill, Jackie
Best, Gill
Anderson, Jennifer
Research into Peer Assisted Study Sessions (PASS) in Higher Education has largely focused on the positive effects of PASS on student motivation, retention and engagement. Less attention has been given to the cognitive, affective and professional development of the PASS Student Mentors through their engagement with students and academic staff. At Victoria University learning and development for Student Mentors begins at training and continues during the semester, supported by several methods of formative feedback: weekly reflective posts through an online platform, weekly development workshops, observations, progress interviews, and evaluations. Despite ongoing training and development throughout the semester, PASS supervisors have observed that some Student Mentors do not have a clear understanding of the role expectations. This paper describes the processes undertaken to develop a rubric that clarifies PASS facilitation objectives for Student Mentors and their PASS supervisors.
2015-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol8/iss1/6
https://ro.uow.edu.au/context/ajpl/article/1102/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
Student
Mentor
Peer Assisted Study Sessions
PASS
Self-Regulation
Formative
Feedback
Rubric
Assessment
Development
oai:ro.uow.edu.au:ajpl-1104
2015-09-24T01:33:00Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Developing an embedded peer tutor program in design studio to support first year design students
Zamberlan, Lisa
Wilson, Stephanie
An improved first year student experience is a strategic focus for higher education in an increasingly competitive marketplace. A successful peer tutoring program creates a visible community of practice, supports the student learning experience, elevates senior students as ambassadors of the program, and reinforces an emphasis on learning through collaborative exchange. The Interior Architecture program at the Faculty of Built Environment, University of New South Wales, has supported a peer mentor program for several years, predominantly based on an anecdotal understanding of student needs. Using an action research framework, this study reviews the current peer mentor program and develops a best practice model of peer tutoring in the first year design studio setting. This review is based on current scholarship on peer learning particularly in relation to design studio, the student voice from focus groups and exemplars from design programs in higher education.
2015-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol8/iss1/3
https://ro.uow.edu.au/context/ajpl/article/1104/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
design studio
peer learning
peer tutoring in design studio
oai:ro.uow.edu.au:ajpl-1107
2015-09-24T01:31:25Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Online Peer Assisted Learning: Reporting on practice
Watts, Helen
Malliris, Makis
Billingham, Olivia
Peer Assisted learning (PAL) in-class is well-established and flourishing in higher education across the globe; nevertheless, interest is growing in online versions and is reflected by a number of pilot schemes. These programs have responded to perceived and actual needs of students and institutions; they have explored the available software packages and have begun to create a bank of learning through academic publications, institutional reports, evaluations, and SINET listserv discussions. This paper examines existing online PAL practice from Australia, Canada, the UK and the USA, and focuses on synchronous modes. We discuss (a) the context, mode, and scope of online PAL, and (b) implementation considerations.
Despite some “teething problems” of these pilots we are convinced by the early and so far limited explorations highlighted here that online PAL can make a significant contribution to learners in higher education by improving engagement through the flexibility afforded by the online space.
2015-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol8/iss1/8
https://ro.uow.edu.au/context/ajpl/article/1107/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
online
peer assisted learning
PAL
higher education
student engagement
Online learning
oai:ro.uow.edu.au:ajpl-1108
2016-09-22T01:06:32Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Peer Assisted Study Sessions (PASS): Does Gender Matter?
Geerlings, Peter M
Cole, Helen
Batt, Sharryn
Martin-Lynch, Pamela
Peer-learning is an effective way to assist students to acquire study skills and content knowledge, especially in university courses that students find difficult, and it is an effective adjunct to improve student retention. In 2014, Murdoch University in Perth, Western Australia, commenced Peer Assisted Study Sessions (PASS) in two first-year undergraduate subjects: a mathematics (statistics) unit and a business unit. The key finding in this evaluation was that while female mathematics students improved their final marks in response to attending a greater number of sessions per semester, male students achieved lower final marks on average. Although several studies have shown that in PASS-like programs gender tends to not be a significant factor relating to achievement, our results suggest otherwise. In this article we posit the observed differences in achievement attributed to gender arise from complex gender-related issues, including gender stereotypes, student gender ratios in class, the gender of the teacher relative to the gender of the student, and gender-related motivation, engagement, and subject choice. An approach to remediate gender-associated differences in achievement for PASS attendees is proposed.
2016-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol9/iss1/3
https://ro.uow.edu.au/context/ajpl/article/1108/viewcontent/2._Geerlings_et_al._pp._10_25.pdf
Journal of Peer Learning
Research Online
peer learning
oai:ro.uow.edu.au:ajpl-1109
2016-09-22T01:09:02Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Social Justice, Learning Centredness and a First Year Experience Peer Mentoring Program: How Might They Connect?
Rawlinson, Catherine
Willimott, Michael
Peer mentoring is a powerful strategy to support students in their first year of tertiary education utilised by a large number of tertiary institutions. While social justice principles such as rights, access, and equity as outlined by Creagh, Nelson, & Clarke (2013) highlight the importance of “student centredness,” Taylor (2013) explains that “learning centredness” is a more empowering approach when working with students in their first year. Learning centredness focuses on learner engagement and acknowledges the active and combined responsibilities of the learner, the teacher, and support networks. This theoretical paper describes the incorporation of principles of social justice using strategies of learning centredness within a First Year Experience peer mentoring program.
2016-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol9/iss1/5
https://ro.uow.edu.au/context/ajpl/article/1109/viewcontent/4._Rawlinson___Willimott_pp._41_48.pdf
Journal of Peer Learning
Research Online
social justice
learning centredness
mentoring
first year experience
oai:ro.uow.edu.au:ajpl-1110
2015-09-22T06:34:10Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Editorial
Skalicky, Jane
Welcome to Volume Eight of the Journal of Peer Learning. This issue includes six peer-reviewed articles and an author’s note by Paloyo of the University of Wollongong, Australia. Paloyo’s note discusses effective evaluation of Supplemental Instruction programs, particularly considering the issue of selection bias and providing a framework for consideration of this issue.
The six peer review articles share findings of research involving the application of peer education within higher education and community-based contexts, as well as learnings that will inform reflection and program improvement through initiatives including peer mentor development, lecturer perceptions of peer learning, and a review of online peer learning pilots globally.
2015-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol8/iss1/1
https://ro.uow.edu.au/context/ajpl/article/1110/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1111
2016-09-22T01:04:33Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
The Power of Freedom: Setting up a Multimodal Exhibition With Undergraduate Students to Foster Their Learning and Help Them to Achieve
Abegglen, Sandra
Burns, Tom
Sinfield, Sandra
The present paper explores the opportunities created by an emancipatory approach to learning and teaching when combined with embedded peer mentoring. First year undergraduate students—most from non-traditional backgrounds—were set the task to explore learning spaces at their university and to present their findings in creative ways in a Multimodal Exhibition during Enhancement Week. They were supported by second year students on their course who acted as coaches, role models, and critics. Our experience—and feedback by students—showed that serious learning is taking place when students are given “the freedom to learn.”
2016-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol9/iss1/2
https://ro.uow.edu.au/context/ajpl/article/1111/viewcontent/1._Abegglen_et_al._pp._1_9.pdf
Journal of Peer Learning
Research Online
Higher Education
Peer Learning
Enhancement
De-schooling
Freedom
Multimodal Exhibition
LTA in HE
Widening Participation
PASS/PAL/Peer Mentoring
oai:ro.uow.edu.au:ajpl-1112
2017-07-02T06:33:56Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Relative Effectiveness of Computer-Supported Jigsaw II, STAD and TAI Cooperative Learning Strategies on Performance, Attitude, and Retention of Secondary School Students in Physics
Gambari, Amosa Isiaka
Yusuf, Mudasiru Olalere
This study investigated the relative effectiveness of computer-supported cooperative learning strategies on the performance, attitudes, and retention of secondary school students in physics. A purposive sampling technique was used to select four senior secondary schools from Minna, Nigeria. The students were allocated to one of four groups: Students Team Achievement Division (STAD), Jigsaw II, Team-Assisted Individualisation (TAI), or Individualised Computer Instruction (ICI). Computer-Assisted Learning Package (CALP) on physics was used as the treatment instrument and the Physics Achievement Test (PAT) and Physics Attitude Scale (PAS) were used as outcome measures. Analysis of Covariance and the Scheffe post-hoc test were used for data analysis. Some significant differences were found in the performance and attitudes of the groups, though cooperative learning strategies did not improve retention compared to ICI. These findings support the integration of computer-supported cooperative instructional strategies in secondary school classrooms.
2017-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol10/iss1/6
https://ro.uow.edu.au/context/ajpl/article/1112/viewcontent/5._Gambari___Yusuf_76_94.pdf
https://ro.uow.edu.au/context/ajpl/article/1112/filename/0/type/additional/viewcontent/Changes_Made_Based_on_Reviewers_Comments.docx
Journal of Peer Learning
Research Online
Performance
Retention
Attitude
Computer
Cooperative Learning Strategies
Educational Technology
oai:ro.uow.edu.au:ajpl-1115
2017-06-29T11:26:13Z
publication:journal_articles
publication:assh
publication:asd
publication:lhapapers
publication:ajpl
publication:document_types
University Student Ambassadors Bring Languages Back to Their High School Peers
Bissoonauth-Bedford, Anu
Stace, Ray
There is a general recognition that learning of foreign languages is in decline in Australia. This paper uses the social constructivist theory as a conceptual framework to report on a project where university language students supported their high school peers in the learning of their specialist language in New South Wales, Australia. The project involved 15 university students from the University of Wollongong and over 100 high school students engaged in the study of five foreign languages (French, German, Italian, Japanese, and Mandarin) in four local schools. The first section gives the aims and rationale of the study; the second describes the methodology and data collection; and the third section discusses the results and evaluation of the project by the students involved in the study. Preliminary results show that both cohorts of students benefitted from the study in different ways. It was the direct interaction between both groups that allowed more advanced students to assist their younger peers and to reflect on their own language learning in the process. The conclusion discusses implications for widening access to foreign language education in Australia and bridging the gap between tertiary and secondary sectors.
2017-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol10/iss1/3
https://ro.uow.edu.au/context/ajpl/article/1115/viewcontent/2._Bissoonauth_Bedford___Stace_18_40.pdf
Journal of Peer Learning
Research Online
languages
oai:ro.uow.edu.au:ajpl-1117
2017-06-29T11:29:43Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Fellow Language Learners as Producers of Knowledge and Understandings: A Case of a Tertiary Japanese Linguistics Course
Minagawa, Harumi
This paper reports students’ experiences of a coursework task in a Japanese linguistics course that embraces certain aspects of collaborative learning—aspects that are not practised widely in Japanese language learning situations. These involve the students looking at themselves as well as their fellow students as producers of knowledge and understandings rather than simply developing learners of a foreign language.
The task asked students to examine language use in a TV drama script in light of sociolinguistic norms described in the Japanese linguistics literature. The task had two phases and was designed so that it was not possible to complete the second phase without using a peer’s findings from the first phase. Using their peers’ findings as a “previous study” gave students an opportunity to take a critical interest in the work of their peers as a crucial step in achieving their own academic outcomes.
This paper discusses students’ experiences of this task in relation to particular benefits of the collaborative mode of learning that have been reported in the literature, such as positive interdependence, widening one’s point of view, and developing awareness that knowledge is a social construct that can be challenged. It also discusses the assessment design of the learning task, which allowed students to be assessed on their individual learning outcomes while requiring their peers’ support in completing their work.
2017-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol10/iss1/4
https://ro.uow.edu.au/context/ajpl/article/1117/viewcontent/3._Minagawa_41_58.pdf
Journal of Peer Learning
Research Online
collaborative learning
peer learning
higher education
Japanese Studies
oai:ro.uow.edu.au:ajpl-1118
2016-09-22T00:13:56Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Supporting Non-School Leaver Students in Their First Year Of University Study: Results of a Transition Focused Peer-to-Peer Intensive Mentoring Program Trial
Larkin, Ashleigh
Dwyer, Angela
This paper discusses the results of an intensive mentoring program trial designed to address retention issues with first year students in Justice degrees. The purpose of the program was to reduce student attrition, specifically for non-school leaver Justice students, by creating a culture of student cooperation and support. In line with previous successful programs, first year non-school leaver Justice students were supported by students who had progressed at least to second year in their degree and had achieved a grade point average of at least 5. This paper discusses the benefits of the program for both the mentors and mentees, along with whether the program assisted non-school leaver students’ transition into university. It concludes with recommendations on how the program can be improved in the future to further support non-school leaver students.
2016-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol9/iss1/4
https://ro.uow.edu.au/context/ajpl/article/1118/viewcontent/3._Larkin___Dwyer_pp._26_40.pdf
Journal of Peer Learning
Research Online
Peer-to-peer mentoring
positive first year experience
intensive mentoring
supportive student culture
Peer Mentoring
Teaching and Learning
oai:ro.uow.edu.au:ajpl-1121
2017-06-29T11:23:42Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
“Conversation Leading to Progress”: Student Perceptions of Peer Tutors’ Contribution to Enhancing Creativity and Collaboration in a First Year Design Studio
Zamberlan, Lisa
Wilson, Stephanie E
This paper reports on an action research project involving the redesign, implementation and evaluation of a peer tutor program in a first year design studio in higher education. The effectiveness of the revised program, particularly its capacity to support learning for commencing students in the environment of a creative studio, is examined through focus groups with first year students and third year peer tutors. The study suggests that peer tutors play a pivotal role in the studio that is different from, but complementary to, the role of the studio tutor. When employed purposefully, peer tutors can make a significant contribution to the development of a positive studio culture and the enhancement of a collaborative community of practice, and amplify students’ engagement with iterative processes of design learning. Results are discussed in relation to current theories about what constitutes a successful peer tutor program, growing evidence of the unique role played by peer tutors in design and other practice-based disciplines, and the potential contribution of peer tutors to the development of creative skills valued in 21st century design practice.
2017-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol10/iss1/5
https://ro.uow.edu.au/context/ajpl/article/1121/viewcontent/4._Zamberlan___Wilson_59_75.pdf
Journal of Peer Learning
Research Online
peer tutors
design education
creativity
collaboration
Design Education
Peer Learning
oai:ro.uow.edu.au:ajpl-1122
2017-06-29T11:17:33Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Online Pre-departure Peer Learning: What are the Transition Benefits for Chinese Students?
Miao, Lili
Henderson, Fiona
Supple, Briony
The transition into academic life for Chinese students coming to Australia can be difficult as they navigate different cultural, social, and educational norms. As a group of two academics from Australia and one from China, we were interested in exploring ways students from China could best be supported prior to leaving their country in readiness for academic life in Australia. As an international partnership, we examined transition issues for Chinese students by focussing on building students’ peer learning partnerships, prior to their departure from China to Australia. Chinese students in China were paired up with students in Australia for a weekly online session via Skype discussing culture and university-related topics. In order to direct the conversations, weekly questions were developed for each session. Students and staff had access to a learning management platform to share information and exchange ideas. The impact on both Australian and Chinese students was measured qualitatively through thematic analysis of student Skype conversations, reflections, and open-ended survey questions, and quantitatively through multiple choice survey questions. The main finding for this paper, which focuses on the quantitative data, was that this pre-departure interaction alerted Chinese students in China to their English language limitations and motivated them to do further English language learning prior to and once they had arrived in Australia. The quantitative data also pointed to the kinds of information which students wanted to know prior to coming to Australia which in some cases was different from what had been anticipated by the researchers.
2017-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol10/iss1/2
https://ro.uow.edu.au/context/ajpl/article/1122/viewcontent/1._Miao_et_al._1_17.pdf
Journal of Peer Learning
Research Online
peer learning
transition
online
international students
Peer Learning
oai:ro.uow.edu.au:ajpl-1124
2018-04-11T17:11:04Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
The peer-led team learning leadership program for first year minority science, technology, engineering, and mathematics students
Liou-Mark, Janet
Ghosh-Dastidar, Urmi
Samaroo, Diana
Villatoro, Melanie
Retaining students in the Science, Technology, Engineering, and Mathematics (STEM) fields has been a challenge in the United States (U.S.). More startling is the lack of diversity across most of the STEM disciplines. Underrepresented minority groups majoring and graduating in STEM are reported to be far below the national benchmark, and it is not proportionally reflected in the overall national population. To support students in STEM, New York City College of Technology of the City University of New York has designed a Peer-Led Team Learning Leadership Program (PLTL) that recruits and trains upper freshmen majoring in STEM, particularly those who are underrepresented, to facilitate peer-led workshops in foundational STEM courses in chemistry, civil engineering, and mathematics. Results showed the PLTL Leadership Program to be highly effective for first-year underrepresented minority STEM students. First-year students self-reported the peer leading experience had strongly improved their own understanding of chemistry, engineering, and mathematics concepts, and their confidence in these subject areas was significantly increased. They also indicated gains in their confidence in public speaking and in their leadership, communication, and facilitation skills.
2018-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol11/iss1/5
https://ro.uow.edu.au/context/ajpl/article/1124/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
Peer Led Team Learning
First-Year STEM Students
Underrepresented Minorities
Peer Leaders
STEM
oai:ro.uow.edu.au:ajpl-1125
2017-06-29T11:13:54Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Effect of Peer Tutoring on Students' Academic Performance in Economics in Ilorin South, Nigeria
AbdulRaheem, Yusuf
Yusuf, Hamdallat T
Odutayo, Adesegun O
Peer tutoring has generated a great deal of scholarly interest in the field of education. It is viewed as an essential instructional strategy for inclusive education because it constitutes one of the strongholds of cooperative learning. This study examines the effect of peer tutoring and the moderating effect of gender on the academic performance of economics students in Ilorin-South Local Government of Kwara State, Nigeria. Two intact classes in two different secondary schools were selected for this study. The experimental (peer tutoring) group had a population of 40 students while the control (conventional instruction) group had a population of 38 students. A 50-item multiple-choice objective test titled Economics Performance Test (EPT) was used to measure academic performance. Students in the peer tutoring group obtained higher EPT scores than students in the conventional instruction group. This effect was not moderated by gender. We recommend that teachers adopt peer tutoring instructional strategies in the classroom so as to develop students’ generic skills.
2017-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol10/iss1/7
https://ro.uow.edu.au/context/ajpl/article/1125/viewcontent/6._AbdulRaheem_et_al._95_102.pdf
Journal of Peer Learning
Research Online
Peer Tutoring
Academic Performance
Scoring Level
Economics
oai:ro.uow.edu.au:ajpl-1126
2016-09-22T04:36:44Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Editorial
Skalicky, Jane
Welcome to Volume Nine of the Journal of Peer Learning. This issue includes five peer-reviewed articles from Australia, New Zealand, and the United Kingdom. These five articles capture the relevance of peer learning across different learning environments in higher education, and in particular, highlight the outcomes of peer learning for diverse student groups.
2016-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol9/iss1/1
https://ro.uow.edu.au/context/ajpl/article/1126/viewcontent/0._Editorial_pp._i_iii.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1127
2018-04-09T12:10:12Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Peer-learning to employable: learnings from an evaluation of PASS attendee and facilitator perceptions of employability at Western Sydney University
Carr, Robert A, PhD
Evans-Locke, Kylie, PhD
Abu-Saif, Hanan
Boucher, Renee
Douglas, Karen
This study examines student experiences of Peer Assisted Study Sessions (PASS) at Western Sydney University (WSU), investigating attendee and facilitator perceptions of the relationship between peer-learning and employability. It defers to contemporary higher education scholarship and related sector definitions of employability as an objective criteria for evaluating outcomes which may result from student experiences with PASS. This investigation observes the extent to which such definitions are evident in the skills and attributes students have acquired via their participation in PASS through both quantitative and qualitative research. Quantitative and qualitative data was collected across two consecutive semesters at WSU (Autumn and Spring) in 2015. Survey responses were collected from 297 PASS attendees and 45 PASS facilitators, further incorporating data collected via focus groups with 46 PASS attendees. The evidence allowed the researchers to examine how students perceived they had gained attributes from PASS that render them more employable. The research results highlight the benefits and limitations of the methods utilised to collect data from PASS participants, and this article elaborates key insights gained as a result of the research process that may be useful to peer-learning practitioners beyond WSU. The study found that attendees and facilitators of the WSU PASS program perceive that the program contributes to student employability in a variety of ways such as improving participants’ core technical skills, organisational skills, social skills, professionalism and business acumen, appreciation of mentoring, and critical thinking skills.
2018-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol11/iss1/4
https://ro.uow.edu.au/context/ajpl/article/1127/viewcontent/_1127_Final.pdf
Journal of Peer Learning
Research Online
Peer learning
PASS
Supplemental Instruction
employability
employment
higher education
evaluation
research
Western Sydney University
oai:ro.uow.edu.au:ajpl-1130
2018-04-09T12:13:52Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Impact of Supplemental Instruction on dropout and graduation rates: an example from 5-year engineering programs
Malm, Joakim
Bryngfors, Leif
Fredriksson, Johan
This study focuses on quantitative long-term effects of Supplemental Instruction (SI) in terms of graduation and dropout rates. One of the main aims of SI is to introduce students to effective study strategies and techniques. If SI is introduced at an early stage for new students in higher education, it should therefore be expected that this action will promote timely graduation. This has also been indicated in studies at two US universities – University of Missouri Kansas City and Utah State University. This impact should obviously be of huge interest to any college or university that wants to introduce SI for their students. However, more studies from different settings and environments are needed to be able to generalise the findings from previous studies. This investigation is one such study for students at an engineering education faculty.
The results from this study show that SI appears to have a pronounced effect on student persistence, and that the effect increases continuously with increasing SI attendance. A student’s chances of graduating from an Master of Science (MSc) engineering program within six years, increases by approximately 20-35 % for a student attending all SI meetings in the first semester, compared to a student who does not attend SI. The risk of a student dropping out is reduced by approximately 20-40 % if he/she attends all SI sessions. The results also show that all students benefit from attending SI, independent of prior academic achievement and gender.
2018-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol11/iss1/6
https://ro.uow.edu.au/context/ajpl/article/1130/viewcontent/_1130.pdf
Journal of Peer Learning
Research Online
Supplemental Instruction
Graduation
Retention
Persistence
Peer learning
engineering
oai:ro.uow.edu.au:ajpl-1134
2017-06-29T11:02:12Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Editorial
Skalicky, Jane L
Welcome to Volume 10 of the Journal of Peer Learning. This issue includes six peer-reviewed articles from Australia, China, Japan and Nigeria. These six articles provide valuable insight into a diverse range of applications of peer learning in education from around the world and the ways in which peer learning can enhance both the student learning process and experience.
2017-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol10/iss1/1
https://ro.uow.edu.au/context/ajpl/article/1134/viewcontent/0._Editorial_i_iii.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1136
2018-04-09T12:22:36Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Does peer education increase academic achievement in first year students? A mixed-method study
Zarifnejad, Gholamhosein
Mirhaghi, Amir
Rajabpoor, Mohammad
Research on the impact of peer education (PE) on learning outcomes has produced inconclusive results, partly due to the methodology employed in such studies. There is a necessity to design blind, controlled studies. Further, quantitative approaches to evaluating PE may not provide a complete picture of the impact of PE on learning outcomes. The aim of the study was to determine the effect of peer education on students' academic achievement and to explain students' lived experience of participating in a PE program. The study employed an exploratory, sequential mixed-method design and occurred in two distinct and consecutive phases. The first phase consisted of a cluster-controlled, double-blind educational trial; the second, of a qualitative conventional content analysis. Data was collected during the second semester from February to July 2015 from undergraduate students. Analysis of the pre- and post-tests has been performed to evaluate the program among those enrolled in nursing and midwifery (intervention groups) and anaesthesia nursing (control group) in physiology and anatomy courses. PE resulted in significant differences in the physiology post-test scores and the anatomy post-test scores in favour of midwifery and nursing students respectively (intervention groups). Statistically significant improvement was not achieved based on formal academic exams. Themes were identified by analysing the content of qualitative feedback, with “facilitated learning” being the main theme emerging from the data. The PE program promoted learning based on the facilitator-based examination (based on post-test scores). However, PE did not improve learning in blinded condition in the current study (formal academic exam).
2018-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol11/iss1/7
https://ro.uow.edu.au/context/ajpl/article/1136/viewcontent/_1136.pdf
Journal of Peer Learning
Research Online
Peer education
medical education
physiology
anatomy
Peer Education
oai:ro.uow.edu.au:ajpl-1137
2018-04-09T11:54:21Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Exploring PASS leadership beyond graduation
Chilvers, Lucy
Waghorne, Joseph
Developing University graduates’ employability is of increasing strategic institutional focus in the UK. Existing research evidences the role of Peer Assisted Study Sessions (PASS) in supporting students to develop personal, professional and employability skills. This research explores the impact of the PASS Leader role on graduates’ job application experiences, their employability and effectiveness in their current roles. PASS Leader graduate survey (n=62) and interview (n=12) findings demonstrated participants referred to their PASS Leader Role significantly on their CVs, application forms and in job interviews. Respondents said that PASS Leadership, aided by reflection, enabled them to clearly evidence their development of employability skills, which they perceived as enabling them to stand out from other job candidates. Interview participants explained their PASS Leadership informed their development of a range of employability skills and attributes, including communication, confidence, teamwork, facilitation and leadership. PASS Leadership was regarded as addressing gaps in their course curriculum for developing skills they perceived as important for their current roles, highlighting the value of co and extra-curricular programmes, such as PASS.
2018-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol11/iss1/2
https://ro.uow.edu.au/context/ajpl/article/1137/viewcontent/1137.pdf
Journal of Peer Learning
Research Online
Peer learning; PASS; employability; professional development;
oai:ro.uow.edu.au:ajpl-1138
2018-04-09T10:32:01Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Perceived impact of PASS leadership experience on student leaders’ transferable skills development
Laurs, Deborah E, Dr
The PASS (Peer Assisted Study Support) program has been operating at Victoria University of Wellington, New Zealand, since 2000, and currently provides weekly study sessions in more than 50 courses each year. As well as enhancing the first-year learning experience, PASS contributes to an institution-wide award that acknowledges the impact of extra-curricular activities on students’ graduate attributes and employability skills. Selected from high-calibre candidates, PASS leaders already possess strong communication and thinking skills. Nevertheless, an online survey of current and former leaders between 2009-2014 [n=185] revealed a significant majority perceived that the experience of leading a study group, in particular the associated writing of weekly reflections, enhanced their confidence, cognitive and communication skills, as well as contributing to their CVs and job application success. Such results highlight the potential for student leaders to translate their day-to-day experiences into added value for life after university.
2018-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol11/iss1/3
https://ro.uow.edu.au/context/ajpl/article/1138/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
peer-leaders
graduate attributes
transferable skills
self-reflection
PASS program
oai:ro.uow.edu.au:ajpl-1140
2019-06-17T12:12:05Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Peer learning for university students’ learning enrichment: Perspectives of undergraduate students
Zhang, Zuochen
Bayley, Jonathan G
Peer learning, which is supported by learning theories such as Behaviourism, Cognitivism, Social Constructivism, and Connectivism, is increasingly gaining the attention of researchers and practitioners with an emphasis on student-centered learning in educational settings. A review of relevant literature indicates that higher education institutions employ a variety of peer learning programs that potentially benefit both those who receive help and also those who provide help among peers.
This study was designed to find out what peer learning programs are available at the University of Windsor, Canada, where the authors teach; how they are operated; and how undergraduate students from different academic programs at this university perceive such programs. Based on the findings, recommendations are made for faculty members as well as student service units to implement various types of peer learning so as to provide students with the best possible learning experience.
2019-04-01T07:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol12/iss1/5
https://ro.uow.edu.au/context/ajpl/article/1140/viewcontent/1140_Final.pdf
free_to_read
Journal of Peer Learning
Research Online
peer learning
learning experience
undergraduate students
oai:ro.uow.edu.au:ajpl-1149
2018-04-09T12:28:04Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Editorial
Bunting, Bryce D
Welcome to Volume 11 of the Journal of Peer Learning.
2018-01-01T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol11/iss1/1
https://ro.uow.edu.au/context/ajpl/article/1149/viewcontent/auto_convert.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1153
2019-06-13T14:27:14Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
A meta-analysis on the effect of duration, task, and training in peer-led learning
Zha, Shenghua
Estes, Michele D
Xu, Ling
This meta-analytic study compared the effect of peer-led learning versus non peer-led learning on students’ cognitive achievement in post-secondary education. Twenty-eight studies published in English from six countries between 1993 and 2017 were identified and used in the analysis. Result of the analysis on the random-effect model showed a moderate but positive effect, meaning that peer-led learning was associated with higher cognitive achievement than non-peer-led learning. Three study characteristics were examined including duration, student leaders’ training, and task type. Only the task type was found significant in moderating the effect of peer-led learning. Student leaders’ facilitation of problem-based learning tasks outperformed other types of tasks. Results of this study not only provided suggestions for peer-led learning designers and coordinators but also called for future research of student leaders’ readiness as well as online peer-led learning.
2019-06-01T07:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol12/iss1/2
https://ro.uow.edu.au/context/ajpl/article/1153/viewcontent/1153_Final.pdf
Journal of Peer Learning
Research Online
peer learning
cognitive achievement
student leader
task
training
duration
oai:ro.uow.edu.au:ajpl-1155
2019-06-13T14:31:46Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
An exploration of the connection between participation in academic peer leadership experiences and academic success
Young, Dallin George
Hoffman, Dory E
Frakes Reinhardt, Sara
This study examined the relationship between peer leader involvement and academic success outcomes in the United States. Results are based on the 2013 administration of the National Survey of Peer Leaders conducted at 49 institutions of higher education in the United States. Findings show that academic peer leadership experience was a strong, positive predictor of self-reported academic performance. The total number of peer leader experiences was also a positive, yet weak, predictor of academic success.
2019-06-01T07:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol12/iss1/4
https://ro.uow.edu.au/context/ajpl/article/1155/viewcontent/1155_Final.pdf
Journal of Peer Learning
Research Online
peer leadership
engagement
legitimate peripheral participation
academic success
higher education
oai:ro.uow.edu.au:ajpl-1160
2019-06-13T14:29:21Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
How peer mentoring fosters graduate attributes
Scott, Carole A
McLean, Angela
Golding, Clinton
The most common approach to foster graduate attributes is to teach them in the curriculum of a bachelor’s degree. However, it is difficult to include every graduate attribute in every degree. In this article we consider how co-curricular peer mentoring might provide an additional approach. We examine a case study of the mentors of the Peer Assisted Study Sessions (PASS) programme at a research-intensive university in New Zealand, and we examine the process by which they developed graduate attributes. PASS mentors reported that they developed a range of graduate attributes such as communication, critical thinking, and ethical responsibility, due to the extra responsibility and leadership involved in being a mentor in an authentic work environment. We argue that co-curricular programmes such as PASS can provide useful additional opportunities for students to acquire and develop graduate attributes. While not all students will be able to participate as PASS mentors, we also argue that our findings can inform other programmes for fostering graduate attributes. If these programmes offer authentic responsibilities to participating students, they may be more effective at fostering graduate attributes.
2019-06-01T07:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol12/iss1/3
https://ro.uow.edu.au/context/ajpl/article/1160/viewcontent/1160_Final.pdf
Journal of Peer Learning
Research Online
graduate attributes
co-curricular activities
peer learning
peer assisted learning
PASS
higher education
oai:ro.uow.edu.au:ajpl-1161
2020-12-22T16:43:01Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
The Impact of a Supplemental Instruction Program on Diverse Peer Leaders at a Two-Year Institution
Hoiland, Sarah L
Reyes, Silvia
Varelas, Antonios
Supplemental Instruction (SI) is a peer-led academic support program in which SI Leaders help students develop study habits and note-taking strategies as well as facilitate test preparation. While the effects of SI on students receiving the instruction have been thoroughly investigated, there have been far fewer studies that have assessed the impact of SI on its Leaders. Furthermore, research on Leaders has yet to adequately consider community colleges or Hispanic-Serving Institutions (HSIs), or to employ qualitative methodologies. Thus, this paper details an SI program developed at a two-year HSI and the impact of the SI Leaders’ experience via qualitative data analysis of structured, open-ended interviews. The majority of Leaders described shifts in long-term goals or changes in learning styles from individual learning and a desire to “look smart” to one that embraced asking for help, peer learning, and belonging. The data indicate a shift in academic mindset among Leaders, particularly among minority male and female adult learners and Latino males.
2020-12-22T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol13/iss1/2
https://ro.uow.edu.au/context/ajpl/article/1161/viewcontent/1161_Final.pdf
Journal of Peer Learning
Research Online
Supplemental Instruction
peer leader
academic mindset
and stereotype threat
oai:ro.uow.edu.au:ajpl-1166
2020-12-22T16:40:25Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Attendance Numbers at SI Sessions and Their Effect on Learning Conditions
Fredriksson, Johan
Malm, Joakim
Holmer, Arthur
Ouattara, Lassana
Supplemental Instruction (SI) is a well-known academic support model to address retention and student performance in higher education. However, in studies reporting the effect of SI, the number of attendees at SI sessions are seldom mentioned or reflected upon.
This study investigates whether there is a lower, optimal, and upper number of SI attendees for SI sessions with viable learning conditions. A literature review of 135 publications on studies of SI programmes was conducted along with a survey of 44 SI Leaders and 176 SI attendees at Lund University in Sweden.
The literature review shows that there is no consensus regarding minimum, optimum, or maximum numbers of SI session size for viable learning conditions.
In the survey, the number of attendees for optimal learning conditions was estimated to be 11–12 by both leaders and attendees. These respondents also estimated that if the number of attendees is below five or above 16 students, the learning conditions are likely to suffer. In the former case, this is attributed to too little collective knowledge, too few viewpoints, and a risk of the SI Leader being too prominent (less active participants). In the latter case, attendees are likely to find the conditions noisy and feel that they do not get seen, while the SI Leader may have difficulty structuring the session as well as getting an overview of the different group discussions.
The results hint at the importance of reporting attendance numbers at an SI session. Otherwise, it is impossible for an outsider to determine whether the conditions were favourable for small group learning and thus makes it hard to judge SI’s effectiveness.
2020-12-22T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol13/iss1/3
https://ro.uow.edu.au/context/ajpl/article/1166/viewcontent/1166_Final.pdf
https://ro.uow.edu.au/context/ajpl/article/1166/filename/0/type/additional/viewcontent/190104_Attendance_numbers_Journal_of_Peer_Learning.docx
https://ro.uow.edu.au/context/ajpl/article/1166/filename/1/type/additional/viewcontent/190104_Attendance_numbers_Journal_of_Peer_Learning.pdf
https://ro.uow.edu.au/context/ajpl/article/1166/filename/2/type/additional/viewcontent/191106_Does_size_matter__Attendance_numbers_at_SI_sessions_and_how_it_affects_learning_conditions.docx
free_to_read
Journal of Peer Learning
Research Online
peer learning
SI
PASS
PAL
learning conditions
group size
attendance number
session
Peer learning
oai:ro.uow.edu.au:ajpl-1168
2020-12-22T16:36:06Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Teaching Physiotherapy Students to Provide Feedback Using Simulation
Dennis, Diane
Furness, Anne
Hall-Bibb, Dawn
Mackintosh, Shylie
Healthcare professionals are responsible for providing education to both healthcare consumers and the peers with whom they work. As such, specific teaching skills must be developed during prelicensure training to facilitate the transition from classroom to clinical practise. The realistic environment that simulation-based learning (SBL) activities utilise is a powerful enabler of translating theory to practise. The aim of this study was to explore the experiences of prelicensure physiotherapy students acting in either peer teacher or peer learner roles during a peer-assisted learning (PAL) activity delivered using SBL. Following preparatory training, over two days in 2018, a group of six final-year physiotherapy students (peer teachers) taught concepts around communication to a group of 126 of their junior physiotherapy colleagues (peer learners) during an SBL activity. Data were collected from all participants using written reflections (peer teachers) and the “Measure of quality of giving feedback scale” (peer learners). Three themes emerged from open coding of written reflections: preparation and training, perceptions peer teachers held of themselves as teachers, and perceptions peer teachers held of their learners. These themes are described with verbatim quotations used to support coding choices. Peer teachers reported value from the training and teaching experiences and felt they met the challenges of peer teaching, particularly with respect to being adaptable to learner performance. Peer learners rated the feedback quality highly with frequencies of responses demonstrating an overall mean score of 6.3 out of a possible 7 (SD1.1) for all scale questions. Peer-assisted learning using simulation was a positive experience with a perception of reciprocal benefit from both groups.
2020-12-22T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol13/iss1/4
https://ro.uow.edu.au/context/ajpl/article/1168/viewcontent/1168_Final.pdf
Journal of Peer Learning
Research Online
Physiotherapy; Prelicensure; Simulation; Simulation-based learning; Teaching
oai:ro.uow.edu.au:ajpl-1170
2019-06-13T14:25:09Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Editorial: Peer leaders as full participants in the academic work of the institution
Bunting, Bryce D
Welcome to Volume 12 of the Journal of Peer Learning.
2019-06-01T07:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol12/iss1/1
https://ro.uow.edu.au/context/ajpl/article/1170/viewcontent/Editorial_Final.pdf
free_to_read
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1175
2022-12-15T21:30:26Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
The Experiences and Attitudes of Student Tutors to Peer Tutoring in the Class Time of the Gynecology and Infertility Course
Safari, Mitra
Yazdanpanah, Behrouz
Yazdanpanah, Shahrzad
Yazdanpanah, Shamila
This study was conducted to examine experiences and attitudes of midwifery student tutors during scheduled class time. Sixty-one students from 2016 to 2019, who passed the gynecology and infertility course, participated in this study as student tutors and tutees. Students’ experiences were investigated with a five-point Likert-type rating scale questionnaire including 17 items in six domains. The average score, frequency, and percentage of positive and negative attitude were calculated in each domain. All participants were female with an average age of 26.3 years. Average student experiences were favorable, and their attitudes towards peer teaching were overwhelmingly positive in all domains. Class-time peer tutoring programs where students change their roles as teacher and student may be regarded as an alternative to traditional peer tutoring programs.
2022-12-15T08:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol15/iss1/6
https://ro.uow.edu.au/context/ajpl/article/1175/viewcontent/1175_Final.pdf
Journal of Peer Learning
Research Online
peer tutoring
experiences
attitudes
students
oai:ro.uow.edu.au:ajpl-1179
2020-12-22T16:32:05Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
An Investigation into Mentoring Relationships of Higher Education Students in Community Settings
Gurjee, Ridwanah
This research explores one-to-one, formal mentoring relationships between students in higher education and their partnered mentees from community and secondary school environments. The purpose is to enhance understanding of mentoring praxis, bringing insight into structures and support of relationships. This paper addresses gaps in the literature by focusing more on the interaction that takes place rather than the benefits of mentoring alone.
The research adopts an interpretive methodological approach, incorporating qualitative methods of semi-structured interviews with mentors and mentees. Reflective portfolios, completed by students as an assessment for the university’s Mentoring in the Community module, are another adopted method.
Findings are presented in a framework model encompassing key components of mentoring interaction (see Figure 1). This model represents a two-way process in which mentors and mentees interact, participate, and build a relationship despite differences in socioeconomic grouping, background, and character.
It is hoped that mentoring projects can engage, refine, and apply the theoretical model devised from this research in programmes to ensure that relationships supporting vulnerable children, young people, and adults are able to stride forward; to help individuals achieve their full potential in all aspects of life; as well as to discover a trusted companion along the way.
2020-12-22T08:00:00Z
text
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https://ro.uow.edu.au/ajpl/vol13/iss1/5
https://ro.uow.edu.au/context/ajpl/article/1179/viewcontent/1179_Final.pdf
Journal of Peer Learning
Research Online
Education
Peer Support
Mentoring
oai:ro.uow.edu.au:ajpl-1180
2022-06-30T19:40:13Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Leader Identity Emergence of Study Group Facilitators
Arendale, David R
Hane, Amanda
Fredrickson, Brian S
This qualitative study at the University of Minnesota–Twin Cities, USA, investigated leader identity emergence of study group facilitators. There is a gap in the professional literature regarding study group programs and identity emergence of the student paraprofessionals who facilitate the study sessions. This study built upon previous studies of identity formation by integrating educational theories that help explain the changes that occurred. Peer study group programs are powerful co-curricular experiences. This study provided answers to why and how identity emergence occurs. The Leader Identity Development Model for peer study group facilitators was developed based on the findings from this study and other experiences with study group leaders over the past three decades by David Arendale to help predict this change and the experiences that supported identity formation. Among those catalysts were written reflections by the study group leaders throughout the academic term on what they learned about themselves and about their conversations with other study leaders and the study group program manager. Implications are provided that explain how peer programs can become a more transformative learning ecosystem. Peer learning programs present an untapped personal and professional development opportunity for student leaders that would be even more powerful if it were intentional rather than serendipitous.
2022-07-01T07:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol14/iss1/2
https://ro.uow.edu.au/context/ajpl/article/1180/viewcontent/1180_Final.pdf
Journal of Peer Learning
Research Online
peer study groups
facilitator personal and professionals growth
leader identity emergence
co-curricular experience
employability skills
education
leadership education
student development
identity emergence
oai:ro.uow.edu.au:ajpl-1184
2022-06-30T19:42:21Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Managing Multiple Students on Clinical Placement via Peer Learning: The Hull Evaluation-Appraisal-Student-Integrated (EASI) Model
Aldrich, Lucy
Anderson, Jayne
Green, Angela
Hancock, Amanda
There is a national shortfall of student Allied Health Professional (AHP) clinical placement availability in the United Kingdom. Debate exists regarding ways to improve this situation against the backdrop of National Health Service (NHS) pressures. Historically, clinical educators have adopted a one clinical educator to one student (1:1) model. AHP clinicians perceive various barriers regarding the implementation of peer learning placement models where multiple students (two or more) are assigned to one clinical educator.
A means to address the perceived barriers to adopting a peer learning placement model has been gained from unstructured interviews, conference feedback, questionnaires, and a literature review.
Assimilation of this information has resulted in the development of a peer learning model named the Hull Evaluation-Appraisal-Student-Integrated (EASI) model. This combines tools developed from other peer learning models with bespoke tools that have been developed to address barriers perceived by clinical educators and students. The Hull EASI model emphasizes a team approach for enhancing students’ educational experience rather than it being the sole responsibility of the clinical educator. It was piloted within a physiotherapy musculoskeletal (MSK) outpatient setting.
The Hull EASI model will undergo further development and evaluation, including in the inpatient setting and with other AHP professions. It will continue to evolve in response to local demands.
2022-07-01T07:00:00Z
text
application/pdf
https://ro.uow.edu.au/ajpl/vol14/iss1/4
https://ro.uow.edu.au/context/ajpl/article/1184/viewcontent/1184_Final.pdf
free_to_read
Journal of Peer Learning
Research Online
peer learning
physiotherapy
student
education
clinical
oai:ro.uow.edu.au:ajpl-1186
2022-06-30T19:50:10Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Evaluating a Peer Assisted Learning Programme for Mature Access Foundation Students Undertaking Computer Programming at an Irish University
Bermingham, Nevan
Boylan, Frances
Ryan, Barry J.
Access Foundation Programmes are a widening-participation initiative designed to encourage engagement in higher education among underrepresented groups, including those with socioeconomic and educational disadvantage. In particular, mature students enrolled in these programmes experience greater difficulties making the transition to tertiary education, especially when they opt to study disciplines traditionally considered difficult. Computer programming is perceived as a traditionally difficult subject with typically lower pass rates and progression rates than other subjects.
This paper describes the first of a three-cycle action research study examining the perceived effects of a structured Peer Assisted Learning (PAL) Programme for mature students enrolled in a computer science programming module for an Access Foundation Programme in an Irish University. The focus of this qualitative study was to evaluate the perceived effect of a PAL programme on learning and whether it offered a positive learning support structure.
Findings from our study suggest that PAL programmes have an overall positive effect on subject comprehension as well as enhanced learner confidence for mature Access Foundation students. Furthermore, PAL sessions offered students a support structure that helped with their transition and acculturation to tertiary education. This study also highlights the importance the PAL leader’s role has on the perceived effectiveness of the PAL sessions as well as the impact of the students’ shared history on the near-peer bond. The study concludes that the implementation of PAL programmes for Access Foundation Programmes has the potential to offer mature students a supportive learning environment and to improve their learning experience.
2022-07-01T07:00:00Z
text
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https://ro.uow.edu.au/ajpl/vol14/iss1/5
https://ro.uow.edu.au/context/ajpl/article/1186/viewcontent/1186_Final.pdf
https://ro.uow.edu.au/context/ajpl/article/1186/filename/0/type/additional/viewcontent/Submission.docx
https://ro.uow.edu.au/context/ajpl/article/1186/filename/1/type/additional/viewcontent/Submission.docx
https://ro.uow.edu.au/context/ajpl/article/1186/filename/2/type/additional/viewcontent/Peer_Review_Change_Log.xlsx
https://ro.uow.edu.au/context/ajpl/article/1186/filename/3/type/additional/viewcontent/Submission__PDF_Formatted_.pdf
Journal of Peer Learning
Research Online
peer learning
access
widening participation
computer programming
mature student
oai:ro.uow.edu.au:ajpl-1187
2022-06-30T19:44:31Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Twenty-Five Years of Peer-Assisted Learning: A Review of Philosophy Proctoring at the University of Leeds
Prideaux, Melanie
Jones, Nicholas
Paul, Emily
What happens when a peer-assisted learning scheme becomes “business as usual” rather than innovation? The proctoring scheme in undergraduate philosophy programmes at the University of Leeds has been running for over 25 years, making it one of the oldest (and possibly the single oldest) continuously running higher education peer-assisted learning schemes in the country. Over time, the centrality of the scheme in the teaching environment has changed, particularly in the shared understanding of philosophy learning and teaching and in the practical constraints of curriculum and timetable space. Using the insights of teachers, students, and graduates, this report identifies the extent of success for proctoring in fostering philosophical learning and developing academic community, the two major objectives for the scheme. We also identify the conditions for success of peer-assisted learnings schemes, which our results suggest. An unexpected outcome of this project is found in identifying a challenge around “value” resulting from the fee-paying environment in higher education where peer-assisted learning may be (mis)understood as “teaching on the cheap.” These findings raise important questions for all higher education peer-assisted learning schemes about how schemes are embedded, sustained, and remain central to the learning environment in a rapidly changing education environment.
2022-07-01T07:00:00Z
text
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https://ro.uow.edu.au/ajpl/vol14/iss1/6
https://ro.uow.edu.au/context/ajpl/article/1187/viewcontent/1187_Final.pdf
Journal of Peer Learning
Research Online
peer assisted learning
philosophy
oai:ro.uow.edu.au:ajpl-1188
2020-12-22T17:16:14Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Editorial: The Anatomy of High-Impact Peer Learning Experiences
Bunting, Bryce D
Welcome to Volume 13 of the Journal of Peer Learning.
2020-12-22T08:00:00Z
text
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https://ro.uow.edu.au/ajpl/vol13/iss1/1
https://ro.uow.edu.au/context/ajpl/article/1188/viewcontent/Volume_13_Editorial_Final.pdf
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Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1189
2022-12-15T21:19:04Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Peer-Assisted Learning Online: Peer Leader Motivations and Experiences
Rawson, Rebecca
Rhodes, Christine
This research explores the different types of motivation that inspired students to engage in an online peer-assisted learning (PAL) leader role. An interdisciplinary online PAL pilot programme at a university in the United Kingdom was reviewed to investigate the experience and perceptions of voluntary online PAL leaders. The purpose of the study was to address a paucity in knowledge about the motivations for this role, specifically from an online perspective, and to guide future online PAL leader recruitment.
A thematic analysis of in-depth qualitative semi-structured interviews was used to determine emerging and relevant themes. Three research questions guided the interviews, and findings are presented in response to these questions.
Findings indicate that different types of intrinsic and extrinsic motivation were key reasons for engaging in the online PAL leader role. The participants expressed an altruistic and empathic approach towards volunteering. Potential personal benefits motivated their participation, including improved study skills, transferable skills, and the possibility of an award. These motivations fell into two significant themes: the awareness of personal gain and the emergence of a desired version of self.
Recommendations are made for the recruitment and training of online PAL leaders and the logistics of the scheme to ensure it is well advertised, accessible, endorsed by academic staff, and combines synchronous and asynchronous modes. It is hoped that this research will be valuable given the shift to online study and blended learning in response to and as an outcome of the COVID-19 pandemic and the value placed on interactive virtual spaces to minimise isolation.
2022-12-15T08:00:00Z
text
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https://ro.uow.edu.au/ajpl/vol15/iss1/4
https://ro.uow.edu.au/context/ajpl/article/1189/viewcontent/1189_Final.pdf
Journal of Peer Learning
Research Online
oai:ro.uow.edu.au:ajpl-1190
2022-06-30T19:48:59Z
publication:journal_articles
publication:asd
publication:ajpl
publication:document_types
Putting the PASS in Class: Peer Mentors’ Identities in Science Workshops on Campus and Online
Phelan, Liam
Baker, Sophie
Cooper, Georgie
Horton, Tess
Whitling, Samantha
Hodge, Paul
Cutts, Karen
Bugir, Cassandra K.
Howell, Lachlan G.
Latham, Kenneth G.
Stevens, Heather R.
Witt, Ryan R.
McBain, Bonnie
In this paper, we analyse the introduction of peer mentors into timetabled classes to understand how in-class mentoring supports students’ learning. The peer mentors in this study are high-achieving students who previously completed the same course and who were hired and trained to facilitate Peer Assisted Study Sessions (PASS). PASS gives students the opportunity to deepen their understanding through revision and active learning and are typically held outside of class time. In contrast, our trial embedded peer mentors into classes for a large (~250 students) first-year workshop-based course. We employed a participatory action research methodology to facilitate the peer mentors’ co-creation of the research process. Data sources include peer mentors’ journal entries, student cohort data, and a focus group with teaching staff. We found that during face-to-face workshops, peer mentors role-modelled ideal student behaviour (e.g., asking questions) rather than acting as additional teachers, and this helped students to better understand how to interact effectively in class. The identity of embedded peer mentors is neither that of teachers nor of students, and it instead spans aspects of both as described using a three-part schema comprising (i) identity, (ii) associated roles, and (iii) associated practices. As we moved classes online mid-semester in response to the COVID-19 pandemic, mentors’ identities remained stable, but mentors adjusted their associated roles and practices, including through the technical aspects of their engagement with students. This study highlights the benefits of embedding mentors in classrooms on campus and online.
2022-07-01T07:00:00Z
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https://ro.uow.edu.au/ajpl/vol14/iss1/3
https://ro.uow.edu.au/context/ajpl/article/1190/viewcontent/1190_Final.pdf
free_to_read
Journal of Peer Learning
Research Online
science education
peer assisted learning
blended learning
participatory action research (PAR)
covid-19
blackboard collaborate
education: higher education: scholarship of teaching and learning
675816/oai_dc/100//