Peer assisted academic support: a comparison of mentors’ and mentees’ experiences of a drop-in programme

ABSTRACT

In Peer Assisted Learning (PAL) programmes, students provide academic and social support to fellow students. Recent PAL iterations include drop-in programmes to improve higher education students’ general academic literacy in an open, non-judgemental, learning environment led by experienced students. The majority of the PAL literature, however, focuses on curricular programmes, with limited understandings on processes enabling positive outcomes for students. This study contributes to the PAL literature through the investigation of factors and mentoring strategies underpinning effective peer learning in drop-in PAL programmes. Participants were students attending an academic drop-in PAL programme, and the peer mentors employed by the programme. Results suggest that students’ expectations about the type of support provided by PAL mentors may jeopardise the learning objectives of the programme. The analysis of PAL mentors’ experiences reveals how the use of strategies to enhance social and cognitive congruence between peers supports the development of effective peer learning partnerships. Mentors’ approachability alongside their ability to provide practical strategies and academic examples tailored to students’ learning needs characterised peer learning interactions between students. Mentors also encouraged students to engage in active help-seeking behaviours. This paper examines strategies to enhance peer learning interactions that support the development of independent and transferable academic skills in students seeking peer support.

KEYWORDS:

• Peer Assisted Learning
• higher education
• social congruence
• cognitive congruence
• academic development
• learning support

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Overall Kaiser-Meyer-Olkin measure was .87, deemed as ‘meritorious’ according to Kaiser. Bartlett’s test of sphericity was statistically significant (p =.000), indicating that the data was likely factorisable. All items showed correlations greater than .3

Additional information

Notes on contributors

Ana Garcia-Melgar

Ana Garcia-Melgar is a Research Fellow at La Trobe Rural Health School. Her research interests revolve around peer learning relationships, the effectiveness of Peer Assisted Learning programs, academic help-seeking behaviours and motivation to seek help from peers.

Julianne East

Julianne East is an adjunct associate professor at La Trobe University. She has worked with teams of staff and students to introduce students to academic culture and orient them to university life. She has contributed to the literature on academic integrity and plagiarism.

Noel Meyers

Noel Meyers is a higher education researcher. His interests span science, science education, outdoor education, and improving the quality of learning for all.