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‘They had a way of helping that actually helped’: a case study of a peer-assisted learning scheme

‘They had a way of helping that actually helped’: a case study of a peer-assisted learning scheme

Longfellow, Erica, May, Steve, Burke, Linda and Marks-Maran, Diane (2008) ‘They had a way of helping that actually helped’: a case study of a peer-assisted learning scheme. Teaching in Higher Education, 13 (1). pp. 93-105. ISSN 1470-1294 (Online) (doi:https://doi.org/10.1080/13562510701794118)

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Abstract

The Department of English Literature at Kingston University piloted an innovative Peer Assisted Learning (PAL) programme as part of a two-year pilot project funded by the Higher Education Funding Council for England's (HEFCE) Widening Participation Fund. The project aimed to enable first-year students to develop academic writing skills related to a specific level-one module. Part of the evaluation involved undertaking a student survey to determine student's perceptions of how PAL contributed to their writing skills and their ability to critique their own writing. Findings from the survey indicate that the PAL programme had a positive impact on student's perceptions of their learning in four areas: clarification of new knowledge; development of assessment (writing) skills; reduction in feelings of intimidation; and the creation of a safe environment for learning. Assessment results are also discussed. However, the most important findings were that the results support constructivist and situated learning theories about how students create meaning, and that, in the specific area of writing skills, successful students are better equipped and better placed than lecturers to pass on these skills to novice students in a peer-facilitated environment. The data supports to conclusion that, in this study, PAL enables them to become better learners.

Item Type: Article
Uncontrolled Keywords: Peer Assisted Learning (PAL) programme, Higher Education Funding Council for England's (HEFCE), Widening Participation, student's perceptions, development of assessment (writing) skills, safe environment for learning, constructivist and situated learning theories, peer-facilitated environment
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Pre-2014 Departments: School of Health & Social Care
Related URLs:
Last Modified: 14 Oct 2016 09:18
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/7452

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