Peer Learning and the Undergraduate Journey: A Framework for Student Success

Autor/in	Gamlath, Sharmila
Titel	Peer Learning and the Undergraduate Journey: A Framework for Student Success
Quelle	In: Higher Education Research and Development, 41 (2022) 3, S.699-713 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gamlath, Sharmila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2021.1877625
Schlagwörter	Peer Teaching; Undergraduate Students; Educational Policy; Institutional Characteristics; Student Characteristics; Cultural Differences; Influences; Student Needs; Peer Influence; College Freshmen; College Graduates; Transitional Programs; Alumni + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Politics of education; Bildungspolitik; Kultureller Unterschied; Influence; Einfluss; Einflussfaktor; Studienanfänger; Hochschulabsolvent; Hochschulabsolventin
Abstract	This article proposes a framework for strategically integrating peer learning to support the success of undergraduates and build targeted skills at each stage of their journey through university, which is regarded here as one that commences prior to enrolment, encompasses three years of undergraduate study, graduation and the alumni years. The framework incorporates three sets of factors that capture the broad tensions and challenges that need to be considered when integrating peer programs into the undergraduate journey: "external or macro-level factors," such higher education policy, cultural attitudes and trends in higher education like the influx of international students and the greater demand for flexible study options; "institutional or meso-level factors" like an institution's size, mission, structure, culture and characteristics of key student groups; and "individual or micro-level factors" including students' socioeconomic status, enrolment status, age, motivations and attitudes, geographical and cultural orientations, learning and technological preferences. Higher education practitioners can use this framework as a planning tool to evaluate extant peer learning arrangements at their institutions and strategically position new programs to address the academic, social development and employability needs that emerge at different junctures of the undergraduate journey and improve student engagement, retention and success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01