The 4C's of PAL -- An Evidence-Based Model for Implementing Peer Assisted Learning for Mature Students

Autor/inn/en	Bermingham, Nevan; Boylan, Frances; Ryan, Barry
Titel	The 4C's of PAL -- An Evidence-Based Model for Implementing Peer Assisted Learning for Mature Students
Quelle	In: Innovations in Education and Teaching International, 60 (2023) 3, S.401-411 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ryan, Barry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2022.2050779
Schlagwörter	Foreign Countries; Adult Students; Evidence Based Practice; Models; Peer Teaching; Peer Relationship; College Students; Program Effectiveness; Cooperative Learning; Programming; Computer Science Education; Self Concept; Communities of Practice; Success; Ireland + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Analogiemodell; Peer group teaching; Peer Group Teaching; Peer-Beziehungen; Collegestudent; Kooperatives Lernen; Programmierung; Computer science lessons; Informatikunterricht; Selbstkonzept; Community; Erfolg; Irland
Abstract	Peer Assisted Leaning (PAL) programmes have been shown to enhance learner confidence and have an overall positive effect on learner comprehension, particularly in subjects traditionally perceived as difficult. This research describes the findings of a three-cycle Action Research study into the perceived benefits of implementing such a programme for mature students enrolled on a computer science programming module on an Access Foundation Programme in an Irish University. The findings from this study suggest that peer learning programmes offer students a valued support structure that aids transition and acculturation into tertiary education whilst simultaneously improving their subject-matter comprehension and confidence. An evidence-based model of PAL implementation for mature students was subsequently developed, underpinned by the associated pedagogic theory and the findings of the study. Our model promotes a student-focused peer educational enhancement framework that is transferable into the wider higher education setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01