The potential of peer assisted learning as a tool for facilitating social and academic integration

Research into the transition of first year students in higher education (HE) confirms that student integration into the academic community is a primary condition for student success (Borglum & Kubala, 2000; Tinto & Pusser, 2006; Tovar, Simon & Lee, 2009; Stebleton, Soria & Huesman, 2...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Emmeline Byl [verfasserIn] Katrien Struyven [verfasserIn] Bieke Abelshausen [verfasserIn] Pieter Meurs [verfasserIn] Tom Vanwing [verfasserIn] Nadine Engels [verfasserIn] Koen Lombaerts [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2015

Schlagwörter:	peer support peer learning peer learning schemes peer-assisted learning social and academic integration transition

Übergeordnetes Werk:	In: Journal of Learning Development in Higher Education - Association for Learning Development in Higher Education (ALDinHE), 2020, (2015)
Übergeordnetes Werk:	year:2015

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.47408/jldhe.v0i0.343

Katalog-ID:	DOAJ061648884

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topic_title	LB5-3640 The potential of peer assisted learning as a tool for facilitating social and academic integration peer support peer learning peer learning schemes peer-assisted learning social and academic integration transition
topic	misc LB5-3640 misc peer support misc peer learning misc peer learning schemes misc peer-assisted learning misc social and academic integration misc transition misc Theory and practice of education
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title	The potential of peer assisted learning as a tool for facilitating social and academic integration
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title_sort	potential of peer assisted learning as a tool for facilitating social and academic integration
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title_auth	The potential of peer assisted learning as a tool for facilitating social and academic integration
abstract	Research into the transition of first year students in higher education (HE) confirms that student integration into the academic community is a primary condition for student success (Borglum & Kubala, 2000; Tinto & Pusser, 2006; Tovar, Simon & Lee, 2009; Stebleton, Soria & Huesman, 2014). It is also crucial that it is combined with peer support if students are going to settle into university life (Hamshire, Jack, Prowse, & Wibberley, 2015a). This article seeks to explore the potential value and purposes of peer assisted learning (PAL) as a tool to increase the social and academic integration of first year university students. Focus group interviews (n=16) were conducted between the spring and autumn of 2013 with first-year students (n=93) enrolled in the Faculty of Educational Sciences (Psychology and Educational sciences) at the Free University of Brussels. By using the method of appreciative inquiry (AI), respondents suggested that peer-assisted learning methods are important tools for enhancing social and academic integration.ÃÂ In this sense, tutoring and mentoring need to address specific criteria on at least two organisational dimensions (Topping & Ehly, 2001):ÃÂ (a) objectives of the subject and (b) contact installation. This article aims to prompt further discussion on the potential, value and purposes of peer-assisted learning programmes for integration.
abstractGer	Research into the transition of first year students in higher education (HE) confirms that student integration into the academic community is a primary condition for student success (Borglum & Kubala, 2000; Tinto & Pusser, 2006; Tovar, Simon & Lee, 2009; Stebleton, Soria & Huesman, 2014). It is also crucial that it is combined with peer support if students are going to settle into university life (Hamshire, Jack, Prowse, & Wibberley, 2015a). This article seeks to explore the potential value and purposes of peer assisted learning (PAL) as a tool to increase the social and academic integration of first year university students. Focus group interviews (n=16) were conducted between the spring and autumn of 2013 with first-year students (n=93) enrolled in the Faculty of Educational Sciences (Psychology and Educational sciences) at the Free University of Brussels. By using the method of appreciative inquiry (AI), respondents suggested that peer-assisted learning methods are important tools for enhancing social and academic integration.ÃÂ In this sense, tutoring and mentoring need to address specific criteria on at least two organisational dimensions (Topping & Ehly, 2001):ÃÂ (a) objectives of the subject and (b) contact installation. This article aims to prompt further discussion on the potential, value and purposes of peer-assisted learning programmes for integration.
abstract_unstemmed	Research into the transition of first year students in higher education (HE) confirms that student integration into the academic community is a primary condition for student success (Borglum & Kubala, 2000; Tinto & Pusser, 2006; Tovar, Simon & Lee, 2009; Stebleton, Soria & Huesman, 2014). It is also crucial that it is combined with peer support if students are going to settle into university life (Hamshire, Jack, Prowse, & Wibberley, 2015a). This article seeks to explore the potential value and purposes of peer assisted learning (PAL) as a tool to increase the social and academic integration of first year university students. Focus group interviews (n=16) were conducted between the spring and autumn of 2013 with first-year students (n=93) enrolled in the Faculty of Educational Sciences (Psychology and Educational sciences) at the Free University of Brussels. By using the method of appreciative inquiry (AI), respondents suggested that peer-assisted learning methods are important tools for enhancing social and academic integration.ÃÂ In this sense, tutoring and mentoring need to address specific criteria on at least two organisational dimensions (Topping & Ehly, 2001):ÃÂ (a) objectives of the subject and (b) contact installation. This article aims to prompt further discussion on the potential, value and purposes of peer-assisted learning programmes for integration.
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title_short	The potential of peer assisted learning as a tool for facilitating social and academic integration
url	https://doi.org/10.47408/jldhe.v0i0.343 https://doaj.org/article/f6872132fef64c5687745c99c25e9e22 https://repl.gianfj.com/index.php/jldhe/article/view/343 https://doaj.org/toc/1759-667X
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up_date	2024-07-03T21:56:46.393Z
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The potential of peer assisted learning as a tool for facilitating social and academic integration

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