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

Authors

  • Emmeline Byl Free University of Brussels
  • Katrien Struyven Free University of Brussels
  • Bieke Abelshausen Free University of Brussels
  • Pieter Meurs Free University of Brussels
  • Tom Vanwing
  • Nadine Engels Free University of Brussels
  • Koen Lombaerts Free University of Brussels

DOI:

https://doi.org/10.47408/jldhe.v0i0.343

Keywords:

peer support, peer learning, peer learning schemes, peer-assisted learning, social and academic integration, transition, student success, qualitative research, appreciative inquiry, first year students

Abstract

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.à In this sense, tutoring and mentoring need to address specific criteria on at least two organisational dimensions (Topping & Ehly, 2001):à(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.

Downloads

Published

09-12-2015

How to Cite

Byl, E. (2015) “The potential of peer assisted learning as a tool for facilitating social and academic integration”, Journal of Learning Development in Higher Education. doi: 10.47408/jldhe.v0i0.343.

Issue

Special Edition: Academic Peer Learning

Section

Papers

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).