Abstract
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.
Recommended Citation
van der Meer, J. and Scott, C., Shifting the Balance in First-Year Learning Support: from Staff Instruction to Peer- Learning Primacy, Journal of Peer Learning, 1, 2008, 70-79.Available at:https://ro.uow.edu.au/ajpl/vol1/iss1/9
