Smith, Lorraine ORCID: https://orcid.org/0009-0006-0893-9372, Kubiak, Chris and Markowski, Marianne ORCID: https://orcid.org/0000-0003-4652-3168 (2025) The role of the peer in later-life peer learning. In: 54th Annual Conference of the British Society of Gerontology: "Care, Creativity, Connection and Change", 25th-27th June, 2025, University of Surrey.

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Abstract

Peer learning can be described as learning among peers from similar social groupings, who are not professional teachers, helping each other to learn and in doing so, learning themselves (Keerthitathne 2020; Topping & Ehly, 1998). The benefits of peer learning range from peer feedback in accessible language, reduced stress and anxiety, increases in confidence and access to relatable role models (Keerthitathne 2020, Markowski et al., 2021; Secomb, 2008; Topping, 2005; Clark et al. 1997). This paper reports on a subset of findings from a systematic literature review of the uses of peer learning in later life (Vseteckova et al. 2022) and focuses on the tensions and paradoxes in the role of the peer in peer learning programmes. The review found that while the term ‘peer learning’ might imply a degree of non-formal, bottom-up learning, the programmes identified were predominantly highly structured, group-based activities typically consisting of didactic educational programmes, mentoring/coaching, club-style activities, co-created materials and ‘educational activism.’ While peers often took a lead role in the learning activities, their role could be tightly prescribed, often by non-peer programme designers. Furthermore, while peerness appears to facilitate the relatability and relationships underpinning the learning experience, these could sit in tension with issues related interpersonal difficulties and limitations in the peers’ knowledge, skills and capacity. Finally, while the use of peers potentially increases the reach of such programmes, programmes typically favoured more privileged sections of society. While peer learning offers promise, as suggested by the reported impacts of the studies in the systematic review, this session will pose questions about how more expansive roles for peer educators could be realised by programme designers or recognised by researchers.

Item Type:	Conference or Conference Paper (Speech)
Uncontrolled Keywords:	peer learning, peer, later life, learning, structured learning, learning activities
Subjects:	L Education > L Education (General) R Medicine > R Medicine (General) R Medicine > RA Public aspects of medicine
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Chronic Illness and Ageing Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Professional Workforce Development Faculty of Education, Health & Human Sciences > School of Health Sciences (HEA)
Last Modified:	08 Jul 2025 15:14
URI:	https://gala.gre.ac.uk/id/eprint/50805

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