Let’s Chat - A fresh take on the invaluable role of peer-to-peer conversation in student engagement, participation and inclusion

Abstract

This session reports on Monash University’s recently developed Let’s Chat program, delivered at three campuses as a modularised, peer learning opportunity for students from first year to PhD. Involving 3,591 student participants and facilitators in 2015 and 2016, the program responds directly to student feedback and recommendations. Let’s Chat maximises opportunities for peer-to-peer interaction with the aim of increasing participants’ confidence and competence in spoken English and intercultural communication. Informed by current trends in student-centred and peer-assisted learning theory, TESOL and intercultural communication, Let’s Chat is quickly establishing itself as an effective approach to supporting student participation, engagement and sense of belonging in diverse teaching and learning contexts and communities. The session presents a snapshot of the genesis of the program; an evaluation of its implementation; and a summary of emerging outcomes. The session also engages participants in a conversation about how this model might be replicated in other settings.

Exploring the Impact of an Innovative Peer Role-Play Simulation to Cultivate Student Pharmacists’ Motivational Interviewing Skills

“…Our findings corroborate previous research on the value of using peers, rather than exclusively professional standardized patients (SP), for role-play activities, particularly when the learning is foundational or formative [ 25 , 26 , 27 ]. Research has shown comparable learning outcomes when using peers or SPs, but peer engagement also brings less tangible yet essential outcomes such as increased trust, confidence, and interconnection within a learning community [ 10 ], all of which were evident in our student reflections.…”

“…Peer role-play, in which two learners are paired and in turn each play the role of the patient and healthcare provider, has emerged as an engaging and less costly alternative to using the SP, with some research demonstrating similar effectiveness in developing MI skills when comparing peer role-plays to SP role-plays [ 24 ]. Moreover, peer interactions offer additional benefits by ensuring active engagement and increasing student learning by participating in partner’s scenarios, as well as inculcating feelings of confidence, comfort, and inclusivity within a didactic course [ 25 , 26 , 27 ]. Given these collective benefits, we elected to utilize a well-designed peer role-play simulation for the innovation described herein.…”

Factors impacting on accounting academics’ motivation and capacity to adapt in challenging times

“…Students need to feel that they matter and belong to a wider community who value their membership if they are to persist with their studies and to succeed academically (Tinto, 2017). Development of a sense of belonging is most directly shaped by the broader campus experience and students’ daily interactions with others, although it may also arise from participation in extra-curricular activities (Fernandes et al , 2017: Schmulian and Coetzee, 2011) and peer-to peer programs (McFarlane et al (2017). However, Tinto (2017) stresses that it is not the actual engagement in and of itself that matters, but rather the individuals’ perception of those engagements and their resultant derived sense of belonging (Strayhorn, 2012).…”

Deepening Self-Efficacy and Emotional Expectation in Learning through Interpersonal Interaction: An IEEP Perspective

“…Peers belong to the micro-system in the ecosystem theory, which is a key factor influencing students (Pianta, 1999). The dialogue form of peer assistance can improve students' sense of belonging and connection (McFarlane et al, 2017), develop friendships, and enhance students' learning motivation. Effective cooperation with others can also promote students' academic challenges (Borup et al, 2020).…”