“We Were Told We’re Not Teachers … It Gets Difficult to Draw the Line”: Negotiating Roles in Peer-Assisted Study Sessions (PASS)

Brown, Kim; Nairn, Karen; Meer, Jacques van der; Scott, Carole

doi:10.1080/13611267.2014.902559

Cited by 11 publications

(13 citation statements)

References 21 publications

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“…Contemporary perspectives on learning in higher education highlight the need to foster students' transition processes in order to reduce drop-out rates (e.g. Brown, Nairn, Van Der Meer, and Scott 2014). Tinto suggested both social and academic integration were important, particularly during the first months after arrival (Tinto 1975(Tinto , 1993.…”

Section: Social Integration In First Year Undergraduates: the Role Of...mentioning

confidence: 99%

Social Integration in First-Year Undergraduates: The Role of Peer Learning

Byl¹,

Topping²,

Struyven³

et al. 2022

Journal of College Student Development

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This paper investigates the social integration (in relation to academic integration) of first year students during the first semester at university. Sixteen focus group sessions and 37 individual face-to-face interviews were conducted with 154 first-year Psychology and Educational Science students from a Dutch-speaking University in Belgium. Through the lens of appreciative inquiry, student-facilitated strategies such as welcome activities, campus tours, workshops and extra-curricular and co-curricular activities seemed important in enhancing both social and academic integration. Contact with older students was highly valued, but this did not involve all students and could have negative side effects for some. Participants emphasized the need for inclusivity of activities. Information technology such as Facebook could provide an important informal bridge. Participants also valued onward opportunities to develop age-peer friendships which sustained their well-being and academic motivation throughout the first year. However, the peer interaction and learning provided did not fully address the social developmental needs among all newcomers. The consequences of these findings for future research, peer learning practices and institutional policy are discussed.

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Section: Social Integration In First Year Undergraduates: the Role Of...mentioning

confidence: 99%

Social Integration in First-Year Undergraduates: The Role of Peer Learning

Byl¹,

Topping²,

Struyven³

et al. 2022

Journal of College Student Development

View full text Add to dashboard Cite

show abstract

“…In COMM121 in particular, numbers in the online cohorts were low which may have resulted in underpowering of the statistics used. This is not unusual according to the literature, where, despite student demand for more flexible learning options, when offered, the uptake is often low [20,32,46].…”

Section: Discussionmentioning

confidence: 96%

“…Students also develop and practice effective study skills [19]. Collaboration is key here, a far cry from the stand and deliver techniques of many lectures: at PASS you will find leaders helping students, and students helping students [20][21].…”

Section: Peer Assisted Learning (Pal) Programsmentioning

confidence: 99%

“…: [24][25][26][27][28]. Students also report reduced feelings of isolation [26], enjoying the flexibility [20] and collaboration [5,[29][30] that resulted from the online sessions. Online formats of peer lead learning resulted in increased student interest and engagement [30], as well as increased understanding [29].…”

Section: Findings In the Online Spacementioning

confidence: 99%

“…Low student numbers in many of the online conditions may have undermined some of the inferential statistical analyses undertaken, therefore results should be interpreted with caution. Low sample sizes in online conditions is a problem in the literature [20,32,46], where student uptake has been lacking. This problem can be overcome in the future through higher sample numbers, however, given that enrolment into online conditions is voluntary it is likely that this will continue to be a problem for future research.…”

Section: Limitationsmentioning

confidence: 99%

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Into the Online Space: Outcomes for a PASS Online Pilot Across Different First Year University Subjects

Woolrych¹,

Zaccagnini²,

Stephens³

et al. 2020

Adv. sci. technol. eng. syst. j.

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Peer Assisted Study Sessions (PASS) is a student let program designed to support students transitioning into university and tackling traditionally difficult first year core subjects. The model is collaborative with student leaders facilitating activities and discussions driven by student need. Consistently research has found that students can benefit, in terms of increased grades, from attending PASS, however findings for online delivery modes are mixed. These studies have generally only compared face to face (F2F) with online modes of PASS-like programs for one subject. No study has compared different subjects from varying disciplines to investigate if the benefits of PASS online are the same for all students. PASS at UOW conducted a pilot study of synchronous online sessions, tested across three different first year university subjects. A total of 1.471 students enrolled into these subjects, with 409 attending some form of PASS. Result revealed PASS students gained significantly higher average final marks compared to students who did not attend any type of PASS, regardless off subject. However, results for PASS varied depending upon mode of delivery engaged in (F2F or online) and also with subject. Although not all differences were statistically significant, trends suggest a student/subject interaction that may vary the amount of benefit gained from PASS online formats. Possible drivers for these results are discussed as well as consideration given to cohort effects and student skills for online learning modes.

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