A Participatory Action Research study on the impact of Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) by international PhD students

Using a Participatory Action Research (PAR) approach, this evaluative research study gives an insight into the implementation of a pilot study of a newly implemented Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) Programme. The focus of the study involved six postgraduate P...

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Autores principales:	Catherine Hayes, John Anthony Fulton
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2019
Materias:	Peer Assisted Student Support Supplemental Instruction Postgraduate Education Participatory Action Research Student Experience Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/cd1c221e488147648177dbbd1ebb29f1
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spelling	oai:doaj.org-article:cd1c221e488147648177dbbd1ebb29f12021-11-29T14:02:40ZA Participatory Action Research study on the impact of Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) by international PhD students10.47408/jldhe.v0i14.4771759-667Xhttps://doaj.org/article/cd1c221e488147648177dbbd1ebb29f12019-04-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/477https://doaj.org/toc/1759-667X Using a Participatory Action Research (PAR) approach, this evaluative research study gives an insight into the implementation of a pilot study of a newly implemented Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) Programme. The focus of the study involved six postgraduate PhD students delivering a PASS/SI scheme to cohorts of MSc Public Health, MSc Nursing and MSc Psychosis and Complex Mental Health Interventions students, all undertaking their final dissertations.The study was used to illuminate the degree to which PASS and SI were perceived to impact on the overall student experience as part of a quality enhancement initiative. Findings of the study revealed that the programme had positively impacted on both PASS/SI leaders and participants of the scheme, who reported increased confidence and an increased sense of social inclusion and belonging to the institution respectively. Being facilitated by students who had experienced the same academic pathway was perceived to have widened networking opportunities and to have positively impacted on the capacity of the participants and leaders to build relationships and prepare skills of direct relevance to the requirements of an employer such as teamwork and initiative. Catherine HayesJohn Anthony FultonAssociation for Learning Development in Higher Education (ALDinHE)articlePeer Assisted Student SupportSupplemental InstructionPostgraduate EducationParticipatory Action ResearchStudent ExperienceTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 14 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Peer Assisted Student Support Supplemental Instruction Postgraduate Education Participatory Action Research Student Experience Theory and practice of education LB5-3640
spellingShingle	Peer Assisted Student Support Supplemental Instruction Postgraduate Education Participatory Action Research Student Experience Theory and practice of education LB5-3640 Catherine Hayes John Anthony Fulton A Participatory Action Research study on the impact of Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) by international PhD students
description	Using a Participatory Action Research (PAR) approach, this evaluative research study gives an insight into the implementation of a pilot study of a newly implemented Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) Programme. The focus of the study involved six postgraduate PhD students delivering a PASS/SI scheme to cohorts of MSc Public Health, MSc Nursing and MSc Psychosis and Complex Mental Health Interventions students, all undertaking their final dissertations.The study was used to illuminate the degree to which PASS and SI were perceived to impact on the overall student experience as part of a quality enhancement initiative. Findings of the study revealed that the programme had positively impacted on both PASS/SI leaders and participants of the scheme, who reported increased confidence and an increased sense of social inclusion and belonging to the institution respectively. Being facilitated by students who had experienced the same academic pathway was perceived to have widened networking opportunities and to have positively impacted on the capacity of the participants and leaders to build relationships and prepare skills of direct relevance to the requirements of an employer such as teamwork and initiative.
format	article
author	Catherine Hayes John Anthony Fulton
author_facet	Catherine Hayes John Anthony Fulton
author_sort	Catherine Hayes
title	A Participatory Action Research study on the impact of Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) by international PhD students
title_short	A Participatory Action Research study on the impact of Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) by international PhD students
title_full	A Participatory Action Research study on the impact of Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) by international PhD students
title_fullStr	A Participatory Action Research study on the impact of Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) by international PhD students
title_full_unstemmed	A Participatory Action Research study on the impact of Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) by international PhD students
title_sort	participatory action research study on the impact of peer assisted student support (pass) and supplemental instruction (si) by international phd students
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2019
url	https://doaj.org/article/cd1c221e488147648177dbbd1ebb29f1
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A Participatory Action Research study on the impact of Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) by international PhD students

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