Peer learning for change in higher education

Abstract

This paper draws upon small scale, qualitative research at a UK university to present a Learning Development (LD) perspective on peer learning. This approach is offered as a lens for exploring social aspects of learning, cultural change in higher education and implications for pedagogy and policy. Views of a small group of peer learning leaders are considered in relation to notions of learning and identity, within disciplinary or broader student communities.

International Survey of Peer Leadership (ISPL): An Emerging Snapshot of the Status of Peer Leadership in South Africa

“…Astin (1993, p. 398) concluded, "the student's peer group is the single most potent source of influence on growth and development during the undergraduate years". In the light of this perspective, there has been a proliferation in the use of peer leaders in almost every area of academic and student support (Hilsdon, 2013;Keup & Skipper, 2016;Newton & Ender, 2010). Keup (2012) suggests that training is critical for developing the capabilities and skills required for peer leadership.…”

Fix, build, diagnose or guide? Evaluating the metaphors for Learning Advisors

“…Learning Advisors can assist with learning needs when students have very few academic skills, and with learning goals when students already have a high level of competence. Other researchers (for example, Chanock, 2005;Crasswell & Bartlett, 2001;Hilsdon 2011) also agree that developmental metaphors are brighter and stronger for Learning Advisors than remedial metaphors.…”

“…However, the main weakness is that it entails a pastoral (and remedial) relationship whereas learning advising is primarily academic (Carter, 2010;Chanock, 1995;Crasswell & Bartlett 2001). So, even though learning advising has historical roots in counselling services (Hilsdon, 2011), 'counsellor' is a weak, dim metaphor for modern Learning Advisors (p. 14).…”

“…Learning advising, like other kinds of teaching, is a diverse, complex and uncertain practice (Loads, 2007, p. 243). Learning Advisors must provide learning advice for students whom they have just met, who could be from any background, level of study, discipline or country, and with their own particular learning needs, aspirations and pressures (Hilsdon, 2011;Loads, 2007;McLean, Surtie, Elphinstone & Devlin, 1995). The Learning Advisor then has to uncover the student's particular learning needs and goals, and judge how to assist this student.…”

How does attending PowerPoint free peer to peer teaching impact student experiences at medical school?

“…Using teaching techniques such as drawing on the whiteboard meant that sessions could be adapted to students' needs. Peer-associated learning has been found to promote learning due to the informal environment Keith C, Owen K MedEdPublish https://doi.org/10.15694/mep.2017.000148 Page | 13 encouraging disclosure when a student doesn't understand (Hilsdon 2014). The small, consistent groups enabled relationships to form and created a safe atmosphere to learn.…”