A first year experience of student-directed peer-assisted learning

Abstract

This study aimed to evaluate the implementation of a same-year peer-assisted learning (PAL) scheme, introduced in the first year of an undergraduate degree. The students participated in voluntary timetabled PAL sessions which encouraged a cooperative approach through student-directed activities. An action research design was used, and evaluation at each stage led to subsequent modifications over three years of implementation. Evaluation showed that the majority of students agreed that PAL helped with social aspects of learning but not that PAL contributed to improved study skills or assignment preparation. Between stages 1 and 2 small yet significant improvements in satisfaction occurred, and these continued in stage 3 when clearer guidance was provided. Based on our experience, PAL may provide effective learning environments; however, those interested in implementing it should be warned that it is not an easy option, and students need help to structure sessions effectively.

Promoting University Students’ Collaborative Learning through Instructor-guided Writing Groups

“…He adds that groups need to be given a sense of how much time is available for their work and that, at the end of it, all of them need to know what their peers have achieved. The advice to set clear instructions for group work to run smoothly was also supported by Hammond et al (2010) and Hillyard et al (2010) through their use of an explicit teaching concept: They suggest that individual instructors explain to students the purpose of using a particular group activity in their class. Altogether, some group rules may be established and group members' roles well defined in advance to mitigate possible internal disagreements among group members (Scott-Ladd & Chan, 2008).…”

An integrated literature review of undergraduate peer teaching in allied health professions

“…Using PAL during the training of professional skills, the tutors and tutees should be senior students, [11,12,18] but PAL could also be implemented during the first year of study in physiotherapy. [14] One article conveyed the opinion that students from the same academic year could also assist. [12] Evidence is needed for occupational therapy, dietetics and nutrition, and optometry to determine at what level of their programmes PAL will be most beneficial.…”

“…[13][14][15][16][17][18] This indicated that knowledge on PAL in the allied health professions is limited.…”

“…given that covered information on the structure, aims, benefits, guidance on the roles of tutor and tutee, and what topics should be dealt with during PAL, [14] and also understanding the group process, such as leadership, conflict management, decision-making and adult learning principles. [17] During the preparation sessions, some tutors viewed PAL as positive, while others felt there was nothing to gain by helping fellow students and demonstrated resentment in parting with their own knowledge, [15] or the development of competition that could result in disengagement among students.…”

“…[13] It is important to be explicit about what peer learning does/does not entail, and what it intends to achieve. [14] A compulsory 2-hour tutorial session on peer coaching was hosted and students had to read an article on PAL in clinical education. [13] In another study an introductory lecture was presented and a hand-out was…”