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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
FullText Text:
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  Data: A First Year Experience of Student-Directed Peer-Assisted Learning
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  Data: <searchLink fieldCode="AR" term="%22Hammond%2C+John+A%2E%22">Hammond, John A.</searchLink><br /><searchLink fieldCode="AR" term="%22Bithell%2C+Christine+P%2E%22">Bithell, Christine P.</searchLink><br /><searchLink fieldCode="AR" term="%22Jones%2C+Lester%22">Jones, Lester</searchLink><br /><searchLink fieldCode="AR" term="%22Bidgood%2C+Penelope%22">Bidgood, Penelope</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Active+Learning+in+Higher+Education%22"><i>Active Learning in Higher Education</i></searchLink>. Nov 2010 11(3):201-212.
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  Data: 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
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  Data: 10.1177/1469787410379683
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  Data: 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.)
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