Integrated learning communities as a peer support initiative for first year university students

Abstract

Peer Mentoring schemes tend to be developed as retention strategies, however, they can also serve other purposes (psychosocial or career‐related). However, evidence of the effectiveness of these presents mixed results and less is known about the horizontal peer support schemes which may help students capitalize on existing peer relationships. We developed an integrated learning communities (ILC) peer support scheme, building on the theoretical principles of social identity theory, which we embedded within our existing teaching framework and designed functional activities. Collective activities were undertaken to promote the processes of social identity with the intention that these may foster social and academic integration experiences. This intervention was undertaken with an entire cohort of first year undergraduate psychology students. We conducted semi‐structured interviews with a self‐selected sample of these students (N = 17). Thematic analysis revealed two main themes, each with two sub‐themes. These were: “Divergent Experiences” with the sub‐themes of “dependent on people” and “types of support”, and “Good idea in principle” with the sub‐themes of “Theory ≠ Practice” and “Dependent on student engagement”. Although identifying with a peer group was not transparent in the interviews, the existence of a peer support scheme was perceived positively by students which might explain the success of the newly developed student‐led Psychology Society. Indeed, this Psychology Society can provide a lasting framework for further amplification of the student voice. We conclude that our embedded ILC was both feasible and potentially valuable, but it is crucial for the peer support approach to have transactional significance.

Analysis of Wattpad E-Community: A Model-Based Virtual Collaboration

“…In addition, the findings are also congruent to the related literature and studies from (Abdelmalak, 2015;Abubakar & Garko, n.d.;Bâcă, 2020;Garza et al, 2021;IŞIKLI & Tarakcioglu, 2017;Murdock & Williams, 2011;Naji et al, 2019;Spiridon et al, 2020) which, in one way or another, all recommended the idea of building a virtual community of learners for an enhanced and maximized educational experience.…”

“…A published study by IŞIKLI & Tarakcioglu (2017) in the Journal of Language and Linguistic Studies (JLLS) that investigates the difficulties in teaching English literature to students in Turkey gathered findings which included attitudes of authorities, wrong choice of teaching methods, lack of student awareness of the importance of learning literature, and lack of motivation among the problems, with the latter being the most serious. This information suggests the need for an approach that focuses on eradicating obsolete practices in teaching that the students find ineffective (Spiridon et al, 2020).…”