'PGR Connections': Using an Online Peer- Learning Pedagogy to Support Doctoral Researchers

Autor/inn/en	Wilson, Conor; Arshad, Rabia; Sapouna, Maria; McGillivray, David; Zihms, Stephanie
Titel	'PGR Connections': Using an Online Peer- Learning Pedagogy to Support Doctoral Researchers
Quelle	In: Innovations in Education and Teaching International, 60 (2023) 3, S.390-400 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGillivray, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2022.2141292
Schlagwörter	Peer Teaching; Doctoral Students; Sense of Community; Student Research; Professional Identity; Researchers; Peer Relationship; Computer Mediated Communication; Student Motivation; Research Training; Foreign Countries; Social Isolation; Doctoral Programs; Educational Benefits; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Studentenforschung; Researcher; Forscher; Peer-Beziehungen; Computerkonferenz; Schulische Motivation; Ausland; Soziale Isolation; Bildungsertrag
Abstract	Peer learning is defined as a reciprocal learning relationship among peers for their mutual benefit. This form of learning is now commonly used at undergraduate level within Higher Education internationally. However, less is known about how peer learning pedagogies can support the education and development of doctoral researchers. Initial evidence suggests that peers can help build a 'researcher' identity through social interactions where perspectives and experiences are shared. This study adds to these initial findings by exploring the benefits of an online peer learning scheme for postgraduate research students in a Scottish university. Results from this study suggest that peer learning pedagogies can help to develop a sense of community, enable honest conversations, boost motivation and provide a forum where postgraduate research students can learn from the experiences of others. These benefits emphasise the need to reconceptualise postgraduate research as a less solitary and isolating process by recognising the potential of peer-support and peer-learning pedagogies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01