Peer-Assisted Learning in a pandemic

HARGREAVES, Jessica, KETNOR, Claire, MARSHALL, Ellen and RUSSELL, Sue (2022). Peer-Assisted Learning in a pandemic. International Journal of Mathematical Education in Science and Technology.

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Abstract

Peer-Assisted Learning (PAL) schemes typically involve student volunteers (PAL Leaders) designing and delivering sessions that support groups of students in lower years with their studies. This paper discusses three different PAL schemes, within Mathematics degrees at Sheffield Hallam University (a Post-92 University) and The University of York (a Russell Group University), which took place entirely remotely during the Covid-19 pandemic. In this paper, we explore the challenges and benefits of remote PAL schemes via the three case studies, from both staff and student perspectives. There are aspects of PAL in a pandemic that we would (or would not) take forward to a blended or in-person approach in the future. In particular, we found that, while students and staff alike are looking forward to in-person contact to provide them with interactions and easier methods of communication, the remote provision for peer support has real value in terms of accessibility and inclusivity. Furthermore, integrating technology enhanced learning into in-person sessions can provide added value.

Item Type:	Article
Uncontrolled Keywords:	Education; 0199 Other Mathematical Sciences; 1302 Curriculum and Pedagogy
Identification Number:	https://doi.org/10.1080/0020739x.2021.2008036
SWORD Depositor:	Symplectic Elements
Depositing User:	Symplectic Elements
Date Deposited:	14 Feb 2022 15:00
Last Modified:	24 Feb 2022 10:28
URI:	https://shura.shu.ac.uk/id/eprint/29730

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