A First Year Experience of Student-Directed Peer-Assisted Learning
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| Title: | A First Year Experience of Student-Directed Peer-Assisted Learning |
|---|---|
| Language: | English |
| Authors: | Hammond, John A., Bithell, Christine P., Jones, Lester, Bidgood, Penelope |
| Source: | Active Learning in Higher Education. Nov 2010 11(3):201-212. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education |
| Descriptors: | Research Design, Action Research, Student Motivation, Study Skills, Active Learning, Undergraduate Students, Educational Environment, Peer Teaching, Evaluation Methods, Questionnaires, College Freshmen, Special Education, College Faculty, Foreign Countries |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1177/1469787410379683 |
| ISSN: | 1469-7874 |
| Abstract: | This study aimed to evaluate the implementation of a same-year peer-assisted learning (PAL) scheme, introduced in the first year of an undergraduate degree. The students participated in voluntary timetabled PAL sessions which encouraged a cooperative approach through student-directed activities. An action research design was used, and evaluation at each stage led to subsequent modifications over three years of implementation. Evaluation showed that the majority of students agreed that PAL helped with social aspects of learning but not that PAL contributed to improved study skills or assignment preparation. Between stages 1 and 2 small yet significant improvements in satisfaction occurred, and these continued in stage 3 when clearer guidance was provided. Based on our experience, PAL may provide effective learning environments; however, those interested in implementing it should be warned that it is not an easy option, and students need help to structure sessions effectively. (Contains 1 table and 3 figures.) |
| Abstractor: | As Provided |
| Number of References: | 30 |
| Entry Date: | 2010 |
| Accession Number: | EJ902907 |
| Database: | ERIC |
| Abstract: | This study aimed to evaluate the implementation of a same-year peer-assisted learning (PAL) scheme, introduced in the first year of an undergraduate degree. The students participated in voluntary timetabled PAL sessions which encouraged a cooperative approach through student-directed activities. An action research design was used, and evaluation at each stage led to subsequent modifications over three years of implementation. Evaluation showed that the majority of students agreed that PAL helped with social aspects of learning but not that PAL contributed to improved study skills or assignment preparation. Between stages 1 and 2 small yet significant improvements in satisfaction occurred, and these continued in stage 3 when clearer guidance was provided. Based on our experience, PAL may provide effective learning environments; however, those interested in implementing it should be warned that it is not an easy option, and students need help to structure sessions effectively. (Contains 1 table and 3 figures.) |
|---|---|
| ISSN: | 1469-7874 |
| DOI: | 10.1177/1469787410379683 |
