Speech and Language Therapy students' experience of Peer Assisted Learning: an undergraduate dissertation project

The implementation of Peer Assisted Learning (PAL) on healthcare courses in Higher Education has been explored in a number of studies. This paper presents peer research conducted by final year undergraduate Speech & Language Therapy students into the experience of PAL mentees and mentors on the...

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Autores principales:	Anne Guyon, Zoe Butterfint, Andrea Lacy, Aisha Sanosi, Katie Sheridan, Jessica Unwin
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2015
Materias:	Peer research academic development professional development Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/3034b81c0c6448cdb29a23f5047e2d2c
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spelling	oai:doaj.org-article:3034b81c0c6448cdb29a23f5047e2d2c2021-11-29T14:03:19ZSpeech and Language Therapy students' experience of Peer Assisted Learning: an undergraduate dissertation project10.47408/jldhe.v0i0.3461759-667Xhttps://doaj.org/article/3034b81c0c6448cdb29a23f5047e2d2c2015-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/346https://doaj.org/toc/1759-667XThe implementation of Peer Assisted Learning (PAL) on healthcare courses in Higher Education has been explored in a number of studies. This paper presents peer research conducted by final year undergraduate Speech & Language Therapy students into the experience of PAL mentees and mentors on the same course. The focus was on the effects of PAL on academic and professional development. Data were generated from standard PAL evluations and focus groups. Findings indicate that mentees benefit from PAL in terms of their university experience and learning. Engagement with PAL results from its structured yet informal nature and the enthusiasm of the mentors. The collaborative nature of PAL took time to develop, impacting on the behaviours of the mentees and mentors. All participants commented on gaining from PAL. Overall PAL offers mentees and mentors opportunities which enhance their academic learning and professional development.Anne GuyonZoe ButterfintAndrea LacyAisha SanosiKatie SheridanJessica UnwinAssociation for Learning Development in Higher Education (ALDinHE)articlePeer researchacademic developmentprofessional developmentTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	Peer research academic development professional development Theory and practice of education LB5-3640
spellingShingle	Peer research academic development professional development Theory and practice of education LB5-3640 Anne Guyon Zoe Butterfint Andrea Lacy Aisha Sanosi Katie Sheridan Jessica Unwin Speech and Language Therapy students' experience of Peer Assisted Learning: an undergraduate dissertation project
description	The implementation of Peer Assisted Learning (PAL) on healthcare courses in Higher Education has been explored in a number of studies. This paper presents peer research conducted by final year undergraduate Speech & Language Therapy students into the experience of PAL mentees and mentors on the same course. The focus was on the effects of PAL on academic and professional development. Data were generated from standard PAL evluations and focus groups. Findings indicate that mentees benefit from PAL in terms of their university experience and learning. Engagement with PAL results from its structured yet informal nature and the enthusiasm of the mentors. The collaborative nature of PAL took time to develop, impacting on the behaviours of the mentees and mentors. All participants commented on gaining from PAL. Overall PAL offers mentees and mentors opportunities which enhance their academic learning and professional development.
format	article
author	Anne Guyon Zoe Butterfint Andrea Lacy Aisha Sanosi Katie Sheridan Jessica Unwin
author_facet	Anne Guyon Zoe Butterfint Andrea Lacy Aisha Sanosi Katie Sheridan Jessica Unwin
author_sort	Anne Guyon
title	Speech and Language Therapy students' experience of Peer Assisted Learning: an undergraduate dissertation project
title_short	Speech and Language Therapy students' experience of Peer Assisted Learning: an undergraduate dissertation project
title_full	Speech and Language Therapy students' experience of Peer Assisted Learning: an undergraduate dissertation project
title_fullStr	Speech and Language Therapy students' experience of Peer Assisted Learning: an undergraduate dissertation project
title_full_unstemmed	Speech and Language Therapy students' experience of Peer Assisted Learning: an undergraduate dissertation project
title_sort	speech and language therapy students' experience of peer assisted learning: an undergraduate dissertation project
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2015
url	https://doaj.org/article/3034b81c0c6448cdb29a23f5047e2d2c
work_keys_str_mv	AT anneguyon speechandlanguagetherapystudentsexperienceofpeerassistedlearninganundergraduatedissertationproject AT zoebutterfint speechandlanguagetherapystudentsexperienceofpeerassistedlearninganundergraduatedissertationproject AT andrealacy speechandlanguagetherapystudentsexperienceofpeerassistedlearninganundergraduatedissertationproject AT aishasanosi speechandlanguagetherapystudentsexperienceofpeerassistedlearninganundergraduatedissertationproject AT katiesheridan speechandlanguagetherapystudentsexperienceofpeerassistedlearninganundergraduatedissertationproject AT jessicaunwin speechandlanguagetherapystudentsexperienceofpeerassistedlearninganundergraduatedissertationproject
_version_	1718407274301489152

Speech and Language Therapy students' experience of Peer Assisted Learning: an undergraduate dissertation project

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