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Szeto, Wai Man; Li, Kenneth Ming; Wu, Vivian Jun; Wong, Isaac Ka Tai; Cheng, Anthony Hoi Wa; Leung, Mei Yee – Journal of Peer Learning, 2022
The General Education Foundation (GEF) Programme, consisting of two seminar courses, namely "In Dialogue with Humanity" and "In Dialogue with Nature," has been a common core requirement of The Chinese University of Hong Kong since 2012. Aided by selected classics, students from all faculties engage in dialogues with their…
Descriptors: Student Attitudes, Instructional Effectiveness, Core Curriculum, General Education
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Pham, Min – Journal of Peer Learning, 2022
This paper discusses the impact of a series of professional development workshops for peer leaders to enhance the student learning experience at an Australian enabling education institution over the period of three years (2019-2021). It reports the impact of these workshops on peer leaders' professional development and, more importantly, on…
Descriptors: Professional Development, Peer Teaching, Learner Engagement, Leadership
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Dennis, Diane; Parkinson, Stephanie; Cipriano, Lora; Mulvey, Ginny; Reubenson, Alan; Furness, Anne – Journal of Peer Learning, 2022
In response to the paucity of clinical placements available in 2020 due to the COVID-19 pandemic, alternate options for prelicensure students were necessary in order for them to complete the fieldwork required for graduation. In response, Curtin University replaced a faculty-led fully-simulated placement with a peer-assisted learning model. This…
Descriptors: Student Reaction, Peer Teaching, Cooperative Learning, Simulation
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Rawson, Rebecca; Rhodes, Christine – Journal of Peer Learning, 2022
This research explores the different types of motivation that inspired students to engage in an online peer-assisted learning (PAL) leader role. An interdisciplinary online PAL pilot programme at a university in the United Kingdom was reviewed to investigate the experience and perceptions of voluntary online PAL leaders. The purpose of the study…
Descriptors: Cooperative Learning, Electronic Learning, Student Leadership, Student Motivation
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Cofer, Rebecca; McBrayer, Juliann Sergi; Zinskie, Cordelia; Wells, Pamela; Fallon, Katherine – Journal of Peer Learning, 2022
This study explored the peer tutor and Supplemental Instruction (SI) Leader experiences in campus learning centers as seen through the perceived gains in three subcategories: (1) academic performance and learning; (2) non-academic skillsets; and (3) self-confidence and fulfillment. The peer tutors and SI Leaders surveyed in this study had…
Descriptors: Peer Teaching, Academic Support Services, Academic Achievement, Soft Skills
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Safari, Mitra; Yazdanpanah, Behrouz; Yazdanpanah, Shahrzad; Yazdanpanah, Shamila – Journal of Peer Learning, 2022
This study was conducted to examine experiences and attitudes of midwifery student tutors during scheduled class time. Sixty-one students from 2016 to 2019, who passed the gynecology and infertility course, participated in this study as student tutors and tutees. Students' experiences were investigated with a five-point Likert-type rating scale…
Descriptors: Student Experience, Student Attitudes, Peer Teaching, Gynecology
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Bermingham, Nevan; Boylan, Frances; Ryan, Barry J. – Journal of Peer Learning, 2022
Access Foundation Programmes are a widening-participation initiative designed to encourage engagement in higher education among underrepresented groups, including those with socioeconomic and educational disadvantage. In particular, mature students enrolled in these programmes experience greater difficulties making the transition to tertiary…
Descriptors: Programming, Foreign Countries, Computer Science, Peer Teaching
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Arendale, David R.; Hane, Amanda; Fredrickson, Brian S. – Journal of Peer Learning, 2022
This qualitative study at the University of Minnesota--Twin Cities, USA, investigated leader identity emergence of study group facilitators. There is a gap in the professional literature regarding study group programs and identity emergence of the student paraprofessionals who facilitate the study sessions. This study built upon previous studies…
Descriptors: Facilitators (Individuals), Self Concept, Communities of Practice, Paraprofessional Personnel
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Aldrich, Lucy; Anderson, Jayne; Green, Angela; Hancock, Amanda – Journal of Peer Learning, 2022
There is a national shortfall of student Allied Health Professional (AHP) clinical placement availability in the United Kingdom. Debate exists regarding ways to improve this situation against the backdrop of National Health Service (NHS) pressures. Historically, clinical educators have adopted a one clinical educator to one student (1:1) model.…
Descriptors: Models, Allied Health Occupations Education, Student Placement, Clinical Experience
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Phelan, Liam; Baker, Sophie; Cooper, Georgie; Horton, Tess; Whitling, Samantha; Hodge, Paul; Cutts, Karen; Bugir, Cassandra K.; Howell, Lachlan G.; Latham, Kenneth G.; Stevens, Heather R.; Witt, Ryan R.; McBain, Bonnie – Journal of Peer Learning, 2022
In this paper, we analyse the introduction of peer mentors into timetabled classes to understand how in-class mentoring supports students' learning. The peer mentors in this study are high-achieving students who previously completed the same course and who were hired and trained to facilitate Peer Assisted Study Sessions (PASS). PASS gives…
Descriptors: Peer Teaching, Mentors, Student Behavior, Modeling (Psychology)
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Prideaux, Melanie; Jones, Nicholas; Paul, Emily – Journal of Peer Learning, 2022
What happens when a peer-assisted learning scheme becomes "business as usual" rather than innovation? The proctoring scheme in undergraduate philosophy programmes at the University of Leeds has been running for over 25 years, making it one of the oldest (and possibly the single oldest) continuously running higher education peer-assisted…
Descriptors: Peer Teaching, Undergraduate Students, Philosophy, Educational Environment
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Gurjee, Ridwanah – Journal of Peer Learning, 2020
This research explores one-to-one, formal mentoring relationships between students in higher education and their partnered mentees from community and secondary school environments. The purpose is to enhance understanding of mentoring praxis, bringing insight into structures and support of relationships. This paper addresses gaps in the literature…
Descriptors: Mentors, College Students, Peer Teaching, Peer Relationship
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Fredriksson, Johan; Malm, Joakim; Holmer, Arthur; Ouattara, Lassana – Journal of Peer Learning, 2020
Supplemental Instruction (SI) is a well-known academic support model to address retention and student performance in higher education. However, in studies reporting the effect of SI, the number of attendees at SI sessions are seldom mentioned or reflected upon. This study investigates whether there is a lower, optimal, and upper number of SI…
Descriptors: Attendance Patterns, Supplementary Education, Higher Education, Outcomes of Education
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Dennis, Diane; Furness, Anne; Hall-Bibb, Dawn; Mackintosh, Shylie – Journal of Peer Learning, 2020
Healthcare professionals are responsible for providing education to both healthcare consumers and the peers with whom they work. As such, specific teaching skills must be developed during prelicensure training to facilitate the transition from classroom to clinical practise. The realistic environment that simulation-based learning (SBL) activities…
Descriptors: Physical Therapy, Allied Health Occupations Education, Feedback (Response), Simulation
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Hoiland, Sarah L.; Reyes, Silvia; Varelas, Antonios – Journal of Peer Learning, 2020
Supplemental Instruction (SI) is a peer-led academic support program in which SI Leaders help students develop study habits and note-taking strategies as well as facilitate test preparation. While the effects of SI on students receiving the instruction have been thoroughly investigated, there have been far fewer studies that have assessed the…
Descriptors: Supplementary Education, Program Effectiveness, Peer Relationship, Leadership Role
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