Academic Journal
Peer-Assisted Learning in a Pandemic
| العنوان: | Peer-Assisted Learning in a Pandemic |
|---|---|
| اللغة: | English |
| المؤلفون: | Hargreaves, Jessica (ORCID |
| المصدر: | International Journal of Mathematical Education in Science and Technology. 2022 53(3):708-716. |
| الاتاحة: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Peer Teaching, Tutoring, Student Volunteers, Pandemics, COVID-19, Distance Education, Foreign Countries, Barriers, Educational Benefits, Mathematics Education, Technology Uses in Education, College Students, Supervisors, Student Attitudes |
| مصطلحات جغرافية: | United Kingdom |
| DOI: | 10.1080/0020739X.2021.2008036 |
| تدمد: | 0020-739X |
| مستخلص: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الانضمام: | EJ1341395 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0020-739X |
|---|---|
| DOI: | 10.1080/0020739X.2021.2008036 |