Hiding in plain sight: the 'relationship' in peer assisted learning in higher education

Relationships underpin peer learning; however, they remain under-researched and under -theorised. We propose a model to identify factors that contribute to relationships in Peer Assisted Learning (PAL). Our model integrates three discrete bodies of knowledge: previous studies of PAL affordances, a...

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Autores principales:	Ana Garcia-Melgar, Julianne East, Noel Meyers
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2015
Materias:	Peer Assisted Learning peer learning relationships social congruence cognitive congruence. Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/e04dc6f624eb4a69b2c1b807d1054c1d
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id	oai:doaj.org-article:e04dc6f624eb4a69b2c1b807d1054c1d
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spelling	oai:doaj.org-article:e04dc6f624eb4a69b2c1b807d1054c1d2021-11-29T14:03:22ZHiding in plain sight: the 'relationship' in peer assisted learning in higher education10.47408/jldhe.v0i0.3611759-667Xhttps://doaj.org/article/e04dc6f624eb4a69b2c1b807d1054c1d2015-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/361https://doaj.org/toc/1759-667X Relationships underpin peer learning; however, they remain under-researched and under -theorised. We propose a model to identify factors that contribute to relationships in Peer Assisted Learning (PAL). Our model integrates three discrete bodies of knowledge: previous studies of PAL affordances, a synthesis of understandings drawn from learning theories, and studies of peer relationships in business and education. Our model features two components: social and cognitive congruence that deliver sustained PAL improvements. To evaluate the contributions of social and cognitive congruence to successful PAL outcomes, we evaluated four theoretical scenarios based on presence and/or absence of these factors. In each case, variations in social and cognitive congruence and mediating factors can potentially vary the quality of learning outcomes, student interactions, and engagement in PAL. Our scenarios can be employed to evaluate areas of targeted improvement in PAL. We discuss the implications of our model for PAL research and practice. Ana Garcia-MelgarJulianne EastNoel MeyersAssociation for Learning Development in Higher Education (ALDinHE)articlePeer Assisted Learningpeer learning relationshipssocial congruencecognitive congruence.Theory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	Peer Assisted Learning peer learning relationships social congruence cognitive congruence. Theory and practice of education LB5-3640
spellingShingle	Peer Assisted Learning peer learning relationships social congruence cognitive congruence. Theory and practice of education LB5-3640 Ana Garcia-Melgar Julianne East Noel Meyers Hiding in plain sight: the 'relationship' in peer assisted learning in higher education
description	Relationships underpin peer learning; however, they remain under-researched and under -theorised. We propose a model to identify factors that contribute to relationships in Peer Assisted Learning (PAL). Our model integrates three discrete bodies of knowledge: previous studies of PAL affordances, a synthesis of understandings drawn from learning theories, and studies of peer relationships in business and education. Our model features two components: social and cognitive congruence that deliver sustained PAL improvements. To evaluate the contributions of social and cognitive congruence to successful PAL outcomes, we evaluated four theoretical scenarios based on presence and/or absence of these factors. In each case, variations in social and cognitive congruence and mediating factors can potentially vary the quality of learning outcomes, student interactions, and engagement in PAL. Our scenarios can be employed to evaluate areas of targeted improvement in PAL. We discuss the implications of our model for PAL research and practice.
format	article
author	Ana Garcia-Melgar Julianne East Noel Meyers
author_facet	Ana Garcia-Melgar Julianne East Noel Meyers
author_sort	Ana Garcia-Melgar
title	Hiding in plain sight: the 'relationship' in peer assisted learning in higher education
title_short	Hiding in plain sight: the 'relationship' in peer assisted learning in higher education
title_full	Hiding in plain sight: the 'relationship' in peer assisted learning in higher education
title_fullStr	Hiding in plain sight: the 'relationship' in peer assisted learning in higher education
title_full_unstemmed	Hiding in plain sight: the 'relationship' in peer assisted learning in higher education
title_sort	hiding in plain sight: the 'relationship' in peer assisted learning in higher education
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2015
url	https://doaj.org/article/e04dc6f624eb4a69b2c1b807d1054c1d
work_keys_str_mv	AT anagarciamelgar hidinginplainsighttherelationshipinpeerassistedlearninginhighereducation AT julianneeast hidinginplainsighttherelationshipinpeerassistedlearninginhighereducation AT noelmeyers hidinginplainsighttherelationshipinpeerassistedlearninginhighereducation
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Hiding in plain sight: the 'relationship' in peer assisted learning in higher education

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