Publication Cover
Educational Action Research
Connecting Research and Practice for Professionals and Communities
Volume 21, 2013 - Issue 3
1,548
Views
11
CrossRef citations to date
0
Altmetric
Articles

Using action research to improve student engagement in a peer-assisted learning programme

, &
Pages 359-375 | Received 16 May 2012, Accepted 19 Nov 2012, Published online: 20 Sep 2013

References

  • Barab, S., T. Sadler, C. Heiselt, D. Hickey, and S. Zuiker. 2007. “Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play.” Journal of Science Education and Technology 16(1): 59–82.
  • Boud, D., R. Cohen, and J. Sampson. 1999. “Peer Learning and Assessment.” Assessment & Evaluation in Higher Education 24(4): 413–426.
  • Boud, D., R. Cohen, and J. Sampson, eds. 2001. Peer Learning in Higher Education: Learning from and with Each Other. London. Kogan Page.
  • Boud, D., and N. Falchikov. 2006. “Aligning Assessment with Long-term Learning.” Assessment & Evaluation in Higher Education 31(4): 399–413.
  • Boyer, E. 1990. Scholarship Reconsidered: Priorities for the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching, University of Princeton.
  • Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3(2): 77–101.
  • Capstick, S., and H. Fleming. 2002. “Peer Assisted Learning in an Undergraduate Hospitality Course: Second Year Students Supporting First Year Students in Group Learning.” Journal of Hospitality, Leisure, Sport & Tourism Education 1(1): 69–75.
  • Carr, W., and S. Kemmis. 1986. Becoming Critical: Education, Knowledge and Action Research. Lewes: The Falmer Press.
  • Congos, D. H., and N. Schoeps. 1993. “Does Supplemental Instruction Really Work and What is It Anyway?” Studies in Higher Education 18(2): 165–176.
  • Corden, R. 2001. Language and Literacy through Talk. Buckingham: Open University Press.
  • Cortright, R. N., H. L. Collins, and S. E. Di Carlo. 2005. “Peer Instruction Enhanced Meaningful Learning: Ability to Solve Novel Problems.” AJP: Advances in Physiology Education 29(2): 107–111.
  • Falchikov, N. 2001. Learning Together: Peer Tutoring in Higher Education. London: Routledge Falmer.
  • Fraser, S. C., E. Diener, A. L. Beaman, and R. T. Kelem. 1977. “Two, Three or Four Heads Are Better than One: Modification of College Performance by Peer Monitoring.” Journal of Educational Psychology 69(2): 101–108.
  • Hammond, J. A., C. P. Bithell, L. Jones, and P. Bidgood. 2010. “A First Year Experience of Student-Directed Peer-Assisted Learning.” Active Learning in Higher Education 11(3): 201–212.
  • Hatch, T. 2009. “The Scholarship of Teaching and Web-based Representations of Teaching in the United States: Definitions, Histories, and New Directions.” Educational Action Research 17(1): 63–78.
  • Houston, K., and A. Lazenblatt. 1996. “A Peer-Tutoring Scheme to Support Independent Learning and Group Project Work in Mathematics.” Assessment & Evaluation in Higher Education 21(3): 251–266.
  • Huber, M. T., and P. Hutchings. 2005. Advancement of Learning: Building the Teaching Commons. San Francisco, CA: Jossey-Bass.
  • Kember, D., and M. E. Kelly. 1993. Improving Teaching through Action Research. HERDSA Green Guide No. 14. Kensington, NSW: HERDSA.
  • Kemmis, S. 2009. “Action Research as a Practice-Based Practice.” Educational Action Research 17(3): 463–474.
  • Kemmis, S., and R. McTaggart. 2005. “Participatory Action Research: Communicative Action and the Public Sphere.” In The sage Handbook of Qualitative Research, 3rd ed., edited by N. K. Denzin and Y. S. Lincoln, 559–603. Thousand Oaks, CA: Sage.
  • Kench, P. L., N. Field, M. Agudera, and M. Gill. 2009. “Peer Assessment of Individual Contributions to a Group Project: Student Perceptions.” Radiography 15(2): 158–165.
  • Kooloos, J. G. M., T. Klaassen, M. Vereijken, S. Van Kuppeveld, S. Bolhuis, and M. Vorstenbosch. 2011. “Collaborative Group Work: Effects of Group Size and Assignment Structure on Learning Gain, Student Satisfaction and Perceived Participation.” Medical Teacher 33(12): 983–988.
  • Kreber, C., and P. A. Cranton. 2000. “Exploring the Scholarship of Teaching.” The Journal of Higher Education 71(4): 476–495.
  • Ladyshewsky, R. K., and P. Gardner. 2008. “Peer Assisted Learning and Blogging: A Strategy to Promote Reflective Practice during Clinical Fieldwork.” Australasian Journal of Educational Technology 24(3): 241–257.
  • Lockspeiser, T. M., P. O’Sullivan, A. Teherani, and J. Muller. 2008. “Understanding the Experience of Being Taught by Peers: The Value of Social and Cognitive Congruence.” Advances in Health Sciences Education 13(3): 361–372.
  • Longfellow, E., S. May, L. Burke, and D. Marks-Maran. 2008. “‘They Had a Way of Helping that Actually Helped’: A Case Study of a Peer-assisted Learning Scheme..” Teaching in Higher Education 13(1): 93–105.
  • Macaulay, J. O., and P. Nagley. 2008. “Student Project Cases: A Learner-Centred Team Activity Broadly Integrated across the Undergraduate Medical Curriculum.” Medical Teacher 30: e23–e33.
  • Nestel, D., and J. Kidd. 2005. “Peer Assisted Learning in Patient-Centred Interviewing: The Impact on Student Tutors.” Medical Teacher 27(5): 439–444.
  • Norton, L. S. 2009. Action Research in Teaching and Learning. London: Routledge.
  • Papinczak, T., L. Young, and M. Groves. 2007. “Peer Assessment in Problem-Based Learning: A Qualitative Study.” Advances in Health Sciences Education 12(2): 169–186.
  • Schön, D. 1995. “The New Scholarship Requires a New Epistemology.” Change 27(6): 26–34.
  • Scott-Ladd, B., and C. A. Chan. 2008. “Using Action Research to Teach Students to Manage Team Learning and Improve Teamwork Satisfaction.” Active Learning in Higher Education 9(3): 231–248.
  • Spronken-Smith, R., and T. Harland. 2009. “Learning to Teach with Problem-Based Learning.” Active Learning in Higher Education 10(2): 138–153.
  • Tang, T. S., E. J. Hernadez, and B. S. Adams. 2004. “‘Learning by Teaching’: A Peer-teaching Model for Diversity Training in Medical School.” Teaching and Learning in Medicine 16(1): 60–63.
  • Tariq, V. 2005. “Introduction and Evaluation of Peer-assisted Learning in First Year Undergraduate Bioscience” BEE-j 6: http://www.bioscience.heacademy.ac.uk/journal/vol6/beej-6-3.aspx
  • Topping, K. J. 1996. “The Effectiveness of Peer Tutoring in Further and Higher Education: A Typology and Review of the Literature.” Higher Education 32(3): 321–345.
  • Topping, K. J. 2005. “Trends in Peer Learning.” Educational Psychology 25(6): 623–645.
  • Trigwell, K., E. Martin, J. Benjamin, and M. Prosser. 2000. “Scholarship of Teaching: A Model.” Higher Education Research & Development 19(2): 155–168.
  • Vu, T. T., and G. Dall’Alba. 2007. “Students’ Experience of Peer Assessment in a Professional Course.” Assessment & Evaluation in Higher Education 32(5): 541–556.
  • Vygotsky, L. 1978. Mind in Society. Cambridge, MA: Harvard University Press.
  • Wadoodi, A., and J. Crosby. 2002. “Twelve Tips for Peer Assisted Learning: A Classic Concept Revisited.” Medical Teacher 24(3): 241–244.
  • Weber, K., C. Maher, A. Powell, and H. S. Lee. 2008. “Learning Opportunities from Group Discussions: Warrants Become the Objects of Debate.” Educational Studies in Mathematics 68(3): 247–261.
  • Zhao, C., and G. Kuh. 2004. “Adding Value: Learning Communities and Student Engagement.” Research in Higher Education 45(2): 115–138.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.