eCite Digital Repository

Planning sustainable peer learning programs: An application and reflection

Citation

Adam, A and Skalicky, JL and Brown, NR, Planning sustainable peer learning programs: An application and reflection, International Journal of First the Year in Higher Education, 2, (2) pp. 9-22. ISSN 1838-2959 (2011) [Refereed Article]


Preview
PDF
783Kb
  

Copyright Statement

Licensed under a Creative Commons Attribution 3.0 License http://creativecommons.org/licenses/by/3.0/

DOI: doi:10.5204/intjfyhe.v2i2.81

Abstract

A Peer Learning Framework was proposed at the University of Tasmania (UTAS) to foster a coherent approach to peer learning programs and to guide the effective design and planning of new initiatives (Skalicky & Brown, 2009). A planning tool was constructed within a theoretical framework underpinned by a community of practice model (Lave & Wenger, 1991). The framework is examined through its application to a program which offers student-facilitated drop-in learning skills support. The framework’s community of practice perspective on peer learning provided insights into the UTAS Student Learning Mentor program. A reflection on the usefulness of the Peer Learning Framework and on the process of application is presented. Questions to facilitate deeper consideration of design for peer learning are proposed for addition to the framework

Item Details

Item Type:Refereed Article
Keywords:Peer Learning Framework, peer learning programs,
Research Division:Education
Research Group:Other Education
Research Field:Education not elsewhere classified
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Achievement
Author:Adam, A (Dr Andrea Adam)
Author:Skalicky, JL (Dr Jane Skalicky)
Author:Brown, NR (Professor Natalie Brown)
ID Code:75808
Year Published:2011
Deposited By:Tasmanian Institute of Learning & Teaching
Deposited On:2012-02-16
Last Modified:2017-11-21
Downloads:319 View Download Statistics

Repository Staff Only: item control page