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ERIC Number: EJ1147971
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-2200-2359
"Conversation Leading to Progress": Student Perceptions of Peer Tutors' Contribution to Enhancing Creativity and Collaboration in a First Year Design Studio
Zamberlan, Lisa; Wilson, Stephanie E.
Journal of Peer Learning, v10 Article 5 p59-75 2017
This paper reports on an action research project involving the redesign, implementation and evaluation of a peer tutor program in a first year design studio in higher education. The effectiveness of the revised program, particularly its capacity to support learning for commencing students in the environment of a creative studio, is examined through focus groups with first year students and third year peer tutors. The study suggests that peer tutors play a pivotal role in the studio that is different from, but complementary to, the role of the studio tutor. When employed purposefully, peer tutors can make a significant contribution to the development of a positive studio culture and the enhancement of a collaborative community of practice, and amplify students' engagement with iterative processes of design learning. Results are discussed in relation to current theories about what constitutes a successful peer tutor program, growing evidence of the unique role played by peer tutors in design and other practice-based disciplines, and the potential contribution of peer tutors to the development of creative skills valued in 21st century design practice.
University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A