Institutional Management of Peer-Led Learning: A Framework for Holistic Integration
If we are to accept that peer-led learning (peer mentoring, peer tutoring and related approaches) are of benefit to students, how are we to approach the implementation of such approaches at the institutional level in a way that is resource efficient and effective? This paper presents the holistic f...
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| Formato: | article |
| Lenguaje: | EN |
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Association for Learning Development in Higher Education (ALDinHE)
2015
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| Acceso en línea: | https://doaj.org/article/5fbc0dc6a19248328a593a48bcc94f09 |
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| Sumario: | If we are to accept that peer-led learning (peer mentoring, peer tutoring and related approaches) are of benefit to students, how are we to approach the implementation of such approaches at the institutional level in a way that is resource efficient and effective? This paper presents the holistic framework for the institution-wide coordination and support of a wide variety of peer-led learning initiatives developed at De Montfort University. The framework presented sidesteps the thorny issues of categorisation that dominate the discourse of peer-led learning by devolving issues of definition to the site of implementation. A simplified typology is presented that characterises an initiative based on its level of formality and its overarching purpose with respect to transformational ââ¬Ëtransition pointsââ¬â¢ through the student lifecycle. This ââ¬Ëmixed economyââ¬â¢ approach accommodates highly idiosyncratic and locally-defined approaches to peer-led learning coordinated and supported by the universityââ¬â¢s learning development unit (the Centre for Learning and Study Support).
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