Communities of practice for international students: An exploration of the role of Peer Assisted Study Sessions in supporting transition and learning in higher education

There is growing interest in understanding how international students can best be enabled to adjust to, participate in and learn within Higher Education (HE). This paper explores literature and examines findings from exploratory interviews in a UK institution in order to investigate the contributio...

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Autor principal:	Lucy Chilvers
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2016
Materias:	communities of practice international students peer assisted learning learning communities participation adjustment Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/4e5ad990b642465abea7f2dfb1eeb8f5
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spelling	oai:doaj.org-article:4e5ad990b642465abea7f2dfb1eeb8f52021-11-29T14:03:13ZCommunities of practice for international students: An exploration of the role of Peer Assisted Study Sessions in supporting transition and learning in higher education10.47408/jldhe.v0i0.3661759-667Xhttps://doaj.org/article/4e5ad990b642465abea7f2dfb1eeb8f52016-05-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/366https://doaj.org/toc/1759-667X There is growing interest in understanding how international students can best be enabled to adjust to, participate in and learn within Higher Education (HE). This paper explores literature and examines findings from exploratory interviews in a UK institution in order to investigate the contribution the Peer Assisted Study Sessions (PASS) scheme makes to this process. Interviews with international students were analysed using Lave and WengerÃ¢â¬â¢s (1991) social-learning model, Communities of Practice (CoP), for exploring the role of PASS in supporting international studentsÃ¢â¬â¢ transition and learning in HE. Using themes of community, practice and participation, findings illuminated the role of PASS in providing international students with an intermediary CoP, providing transition support into the CoP on their course and university life. PASS facilitated their social integration with students of other nationalities, developing relationships with peers and PASS leaders, contributing to an increased sense of belonging to a community. Through the mutual engagement of attendees and leaders, students developed shared language, values and practices relating to their discipline and studying in UK HE. Established PASS leaders shared first year experiences with Ã¢â¬ËnewcomerÃ¢â¬â¢ international students, supporting their transition into UK HE culture and enabling their legitimate peripheral participation to develop further. Participation in PASS fostered studentsÃ¢â¬â¢ engagement with learning activities and independent study habits. Limitations to the study and suggestions for further research are discussed. Lucy ChilversAssociation for Learning Development in Higher Education (ALDinHE)articlecommunities of practiceinternational studentspeer assisted learninglearning communitiesparticipationadjustmentTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	communities of practice international students peer assisted learning learning communities participation adjustment Theory and practice of education LB5-3640
spellingShingle	communities of practice international students peer assisted learning learning communities participation adjustment Theory and practice of education LB5-3640 Lucy Chilvers Communities of practice for international students: An exploration of the role of Peer Assisted Study Sessions in supporting transition and learning in higher education
description	There is growing interest in understanding how international students can best be enabled to adjust to, participate in and learn within Higher Education (HE). This paper explores literature and examines findings from exploratory interviews in a UK institution in order to investigate the contribution the Peer Assisted Study Sessions (PASS) scheme makes to this process. Interviews with international students were analysed using Lave and WengerÃ¢â¬â¢s (1991) social-learning model, Communities of Practice (CoP), for exploring the role of PASS in supporting international studentsÃ¢â¬â¢ transition and learning in HE. Using themes of community, practice and participation, findings illuminated the role of PASS in providing international students with an intermediary CoP, providing transition support into the CoP on their course and university life. PASS facilitated their social integration with students of other nationalities, developing relationships with peers and PASS leaders, contributing to an increased sense of belonging to a community. Through the mutual engagement of attendees and leaders, students developed shared language, values and practices relating to their discipline and studying in UK HE. Established PASS leaders shared first year experiences with Ã¢â¬ËnewcomerÃ¢â¬â¢ international students, supporting their transition into UK HE culture and enabling their legitimate peripheral participation to develop further. Participation in PASS fostered studentsÃ¢â¬â¢ engagement with learning activities and independent study habits. Limitations to the study and suggestions for further research are discussed.
format	article
author	Lucy Chilvers
author_facet	Lucy Chilvers
author_sort	Lucy Chilvers
title	Communities of practice for international students: An exploration of the role of Peer Assisted Study Sessions in supporting transition and learning in higher education
title_short	Communities of practice for international students: An exploration of the role of Peer Assisted Study Sessions in supporting transition and learning in higher education
title_full	Communities of practice for international students: An exploration of the role of Peer Assisted Study Sessions in supporting transition and learning in higher education
title_fullStr	Communities of practice for international students: An exploration of the role of Peer Assisted Study Sessions in supporting transition and learning in higher education
title_full_unstemmed	Communities of practice for international students: An exploration of the role of Peer Assisted Study Sessions in supporting transition and learning in higher education
title_sort	communities of practice for international students: an exploration of the role of peer assisted study sessions in supporting transition and learning in higher education
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2016
url	https://doaj.org/article/4e5ad990b642465abea7f2dfb1eeb8f5
work_keys_str_mv	AT lucychilvers communitiesofpracticeforinternationalstudentsanexplorationoftheroleofpeerassistedstudysessionsinsupportingtransitionandlearninginhighereducation
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Communities of practice for international students: An exploration of the role of Peer Assisted Study Sessions in supporting transition and learning in higher education

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