Speech and Language Therapy students' experience of Peer Assisted Learning: an undergraduate dissertation project

Authors

  • Anne Guyon University of East Anglia
  • Zoe Butterfint University of East Anglia
  • Andrea Lacy University of East Anglia
  • Aisha Sanosi University of East Anglia
  • Katie Sheridan University of East Anglia
  • Jessica Unwin University of East Anglia

DOI:

https://doi.org/10.47408/jldhe.v0i0.346

Keywords:

Peer research, academic development, professional development

Abstract

The implementation of Peer Assisted Learning (PAL) on healthcare courses in Higher Education has been explored in a number of studies. This paper presents peer research conducted by final year undergraduate Speech & Language Therapy students into the experience of PAL mentees and mentors on the same course. The focus was on the effects of PAL on academic and professional development. Data were generated from standard PAL evluations and focus groups. Findings indicate that mentees benefit from PAL in terms of their university experience and learning. Engagement with PAL results from its structured yet informal nature and the enthusiasm of the mentors. The collaborative nature of PAL took time to develop, impacting on the behaviours of the mentees and mentors. All participants commented on gaining from PAL. Overall PAL offers mentees and mentors opportunities which enhance their academic learning and professional development.

Author Biography

Anne Guyon, University of East Anglia

Lecturer in Speech & Language Therapy + Peer Assisted Learning Champion, University of East Anglia

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Published

06-12-2015

How to Cite

Guyon, A. (2015) “Speech and Language Therapy students’ experience of Peer Assisted Learning: an undergraduate dissertation project”, Journal of Learning Development in Higher Education. doi: 10.47408/jldhe.v0i0.346.

Issue

Special Edition: Academic Peer Learning

Section

Papers

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