Planning sustainable peer learning programs: An application and reflection

Adam, Andréa; Skalicky, Jane; Brown, Natalie

doi:10.5204/intjfyhe.v2i2.81

Cited by 10 publications

(9 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Drawing upon the research that has examined peer to peer programs (Adam, Skalicky, & Brown, 2011;Biggs, 2003;Ramsden, 1992;Topping, 1996) and following accepted practice in Peer Assisted Learning (PAL) programs as a guide, a pilot Let's Chat program was designed incorporating student facilitators to be employed casually at the Higher Education Worker (HEW) Level 3. Twenty positions were advertised.…”

Section: The Development Of a Conversational Approachmentioning

confidence: 99%

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

McFarlane

Spes-Skrbis

Taib

2017

SUCCESS

View full text Add to dashboard Cite

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.

show abstract

Section: The Development Of a Conversational Approachmentioning

confidence: 99%

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

McFarlane

Spes-Skrbis

Taib

2017

SUCCESS

View full text Add to dashboard Cite

show abstract

“…Studies have found that traditional didactic lectures were not the most effective approach for learning 1,2 . Other studies have found that small‐group learning that included active self‐directed participation increased students’ confidence, self‐autonomy, and ownership in learning, 3‐7 interpersonal skills, 8 communication, 5,8 problem‐solving, 8,9 and critical thinking 8 . These enhanced outcomes appeared to be associated with increased involvement of students in the educational process.…”

mentioning

confidence: 98%

“…Studies have found that, with this methodology, students’ knowledge was reinforced, their confidence grew, and their communication skills improved 4,14‐17 . Peer‐assisted learning can be conducted in many ways, including but not limited to informal peer‐established study groups, tutoring, and formal mentoring 6,14 …”

mentioning

confidence: 99%

Peer‐Assisted Learning in Dental Students’ Patient Case Evaluations: An Assessment of Reciprocal Learning

Hunt¹,

Jones²,

Carney³

2020

Journal of Dental Education

View full text Add to dashboard Cite

Little research exists on reciprocal learning, a type of peer-assisted learning in which students act concurrently as both teacher and learner in small groups. The aims of this pilot study were to assess the feasibility of using case-based reciprocal learning with dental students and to assess its impact on students' satisfaction and perceived clinical reasoning, educational value, and use of evidence-based dentistry. In this quasi-experimental mixed methods study conducted in 2018, small-group sessions led by a third-year dental student were designed to expose second-year students to clinical portfolios prior to clinical rotations, promote evidence-based dentistry, and improve students' clinical critical thinking skills by having them work in small groups to teach and learn from each other. After the intervention, all 76 students in the sessions were invited to complete a survey with 11 Likert-scale items and six open-response questions assessing their engagement in learning, perceived educational value, and of 86%. Among the survey respondents, 87.7% agreed/strongly agreed that the small groups facilitated enhanced learning, and 66.2% agreed/strongly agreed that they learned the material better because they had to teach it to their peers. Also, 74.6% agreed/ strongly agreed that their clinical critical thinking improved, and 92.3% agreed/strongly agreed that they felt better prepared to complete a patient portfolio once they reach clinic. This study found that reciprocal learning had favorable outcomes in terms of students' perceptions of learning. The students reported that the small groups enhanced their learning, improved their comfort in asking questions in small groups, and exposed them to a variety of clinical situations.

show abstract

“…17 Many implementations of peer learning are not solely targeted at achieving specific learning outcomes but simultaneously strive to enhance the overall university experience. 18 Success on both fronts has been measured using a variety of qualitative methods, as well as quantitative indicators such as grades, grade point average, retention, and graduation rates.…”

mentioning

confidence: 99%

They CAN and They SHOULD: Undergraduates Providing Peer Reference and Instruction

Bodemer

2014

CRL

View full text Add to dashboard Cite

Peer learning dynamics have proven powerful in collegiate contexts. These dynamics should be leveraged at the undergraduate level in academic libraries for reference provision and basic information literacy instruction. Drawing on the literature of peer learning, documented examples of peer reference and instruction in academic libraries, and preliminary evidence from current practice at California Polytechnic State University San Luis Obispo, this article provides support from the pedagogical standpoint that undergraduates not only can provide peer reference and instruction, but should. The relevance to other institutions and additional assessment methods for establishing the efficacy of peer instruction are also discussed.

show abstract

Planning sustainable peer learning programs: An application and reflection

Cited by 10 publications

References 17 publications

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

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

Peer‐Assisted Learning in Dental Students’ Patient Case Evaluations: An Assessment of Reciprocal Learning

They CAN and They SHOULD: Undergraduates Providing Peer Reference and Instruction

Contact Info

Product

Resources

About