Peer-Assisted Learning in a pandemic
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Jessica Hargreaves [1] ; Claire Ketnor [2] ; Ellen Marshall [2] ; Sue Russell [1]
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[1] University of York
University of York
Reino Unido
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[2] Sheffield Hallam University
Sheffield Hallam University
Reino Unido
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 53, Nº. 3, 2022, págs. 708-716
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
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.
