The potential of peer assisted learning as a tool for facilitating social and academic integration

Research into the transition of first year students in higher education (HE) confirms that student integration into the academic community is a primary condition for student success (Borglum & Kubala, 2000; Tinto & Pusser, 2006; Tovar, Simon & Lee, 2009; Stebleton, Soria & Huesman, 2...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Emmeline Byl, Katrien Struyven, Bieke Abelshausen, Pieter Meurs, Tom Vanwing, Nadine Engels, Koen Lombaerts
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2015
Materias:	peer support peer learning peer learning schemes peer-assisted learning social and academic integration transition Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/f6872132fef64c5687745c99c25e9e22
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:f6872132fef64c5687745c99c25e9e22
record_format	dspace
spelling	oai:doaj.org-article:f6872132fef64c5687745c99c25e9e222021-11-29T14:03:17ZThe potential of peer assisted learning as a tool for facilitating social and academic integration10.47408/jldhe.v0i0.3431759-667Xhttps://doaj.org/article/f6872132fef64c5687745c99c25e9e222015-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/343https://doaj.org/toc/1759-667XResearch into the transition of first year students in higher education (HE) confirms that student integration into the academic community is a primary condition for student success (Borglum & Kubala, 2000; Tinto & Pusser, 2006; Tovar, Simon & Lee, 2009; Stebleton, Soria & Huesman, 2014). It is also crucial that it is combined with peer support if students are going to settle into university life (Hamshire, Jack, Prowse, & Wibberley, 2015a). This article seeks to explore the potential value and purposes of peer assisted learning (PAL) as a tool to increase the social and academic integration of first year university students. Focus group interviews (n=16) were conducted between the spring and autumn of 2013 with first-year students (n=93) enrolled in the Faculty of Educational Sciences (Psychology and Educational sciences) at the Free University of Brussels. By using the method of appreciative inquiry (AI), respondents suggested that peer-assisted learning methods are important tools for enhancing social and academic integration.ÃÂ In this sense, tutoring and mentoring need to address specific criteria on at least two organisational dimensions (Topping & Ehly, 2001):ÃÂ (a) objectives of the subject and (b) contact installation. This article aims to prompt further discussion on the potential, value and purposes of peer-assisted learning programmes for integration.Emmeline BylKatrien StruyvenBieke AbelshausenPieter MeursTom VanwingNadine EngelsKoen LombaertsAssociation for Learning Development in Higher Education (ALDinHE)articlepeer supportpeer learningpeer learning schemespeer-assisted learningsocial and academic integrationtransitionTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	peer support peer learning peer learning schemes peer-assisted learning social and academic integration transition Theory and practice of education LB5-3640
spellingShingle	peer support peer learning peer learning schemes peer-assisted learning social and academic integration transition Theory and practice of education LB5-3640 Emmeline Byl Katrien Struyven Bieke Abelshausen Pieter Meurs Tom Vanwing Nadine Engels Koen Lombaerts The potential of peer assisted learning as a tool for facilitating social and academic integration
description	Research into the transition of first year students in higher education (HE) confirms that student integration into the academic community is a primary condition for student success (Borglum & Kubala, 2000; Tinto & Pusser, 2006; Tovar, Simon & Lee, 2009; Stebleton, Soria & Huesman, 2014). It is also crucial that it is combined with peer support if students are going to settle into university life (Hamshire, Jack, Prowse, & Wibberley, 2015a). This article seeks to explore the potential value and purposes of peer assisted learning (PAL) as a tool to increase the social and academic integration of first year university students. Focus group interviews (n=16) were conducted between the spring and autumn of 2013 with first-year students (n=93) enrolled in the Faculty of Educational Sciences (Psychology and Educational sciences) at the Free University of Brussels. By using the method of appreciative inquiry (AI), respondents suggested that peer-assisted learning methods are important tools for enhancing social and academic integration.ÃÂ In this sense, tutoring and mentoring need to address specific criteria on at least two organisational dimensions (Topping & Ehly, 2001):ÃÂ (a) objectives of the subject and (b) contact installation. This article aims to prompt further discussion on the potential, value and purposes of peer-assisted learning programmes for integration.
format	article
author	Emmeline Byl Katrien Struyven Bieke Abelshausen Pieter Meurs Tom Vanwing Nadine Engels Koen Lombaerts
author_facet	Emmeline Byl Katrien Struyven Bieke Abelshausen Pieter Meurs Tom Vanwing Nadine Engels Koen Lombaerts
author_sort	Emmeline Byl
title	The potential of peer assisted learning as a tool for facilitating social and academic integration
title_short	The potential of peer assisted learning as a tool for facilitating social and academic integration
title_full	The potential of peer assisted learning as a tool for facilitating social and academic integration
title_fullStr	The potential of peer assisted learning as a tool for facilitating social and academic integration
title_full_unstemmed	The potential of peer assisted learning as a tool for facilitating social and academic integration
title_sort	potential of peer assisted learning as a tool for facilitating social and academic integration
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2015
url	https://doaj.org/article/f6872132fef64c5687745c99c25e9e22
work_keys_str_mv	AT emmelinebyl thepotentialofpeerassistedlearningasatoolforfacilitatingsocialandacademicintegration AT katrienstruyven thepotentialofpeerassistedlearningasatoolforfacilitatingsocialandacademicintegration AT biekeabelshausen thepotentialofpeerassistedlearningasatoolforfacilitatingsocialandacademicintegration AT pietermeurs thepotentialofpeerassistedlearningasatoolforfacilitatingsocialandacademicintegration AT tomvanwing thepotentialofpeerassistedlearningasatoolforfacilitatingsocialandacademicintegration AT nadineengels thepotentialofpeerassistedlearningasatoolforfacilitatingsocialandacademicintegration AT koenlombaerts thepotentialofpeerassistedlearningasatoolforfacilitatingsocialandacademicintegration AT emmelinebyl potentialofpeerassistedlearningasatoolforfacilitatingsocialandacademicintegration AT katrienstruyven potentialofpeerassistedlearningasatoolforfacilitatingsocialandacademicintegration AT biekeabelshausen potentialofpeerassistedlearningasatoolforfacilitatingsocialandacademicintegration AT pietermeurs potentialofpeerassistedlearningasatoolforfacilitatingsocialandacademicintegration AT tomvanwing potentialofpeerassistedlearningasatoolforfacilitatingsocialandacademicintegration AT nadineengels potentialofpeerassistedlearningasatoolforfacilitatingsocialandacademicintegration AT koenlombaerts potentialofpeerassistedlearningasatoolforfacilitatingsocialandacademicintegration
_version_	1718407320873992192

The potential of peer assisted learning as a tool for facilitating social and academic integration

Ejemplares similares