Engendering Learning: Experiences of Peer Educators Trained as Entangled Learners

Abstract

Building on previous research on skills individuals develop through their work as peer educators, we present a case study to uncover the experiences of our peer educators whose training is based in the processes of Entangled Learning. As Entangled Learners, individuals engage in practice-based activities within a supportive community to learn deeply, employing skills that include documenting self-regulation, reflection, integration, and collaboration. Using a mixture of qualitative analysis methods for examining data from a first-semester peer educator training course, we discovered that our trainees’ appreciation for learning in a community and their enhanced understanding of learning processes compelled them to engender deeper learning in others. Thus, Entangled Learning shows promise as a process model for peer educator training to produce skillful, self-directed learners.

KEYWORDS:

• case study
• entangled learning
• peer educators
• peer-to-peer learning
• training

Additional information

Funding

This research was funded by the Westmoreland Academic Success Program and the Clemson University Professional Internship/Co-op Program.

Notes on contributors

Laurel Whisler

Laurel Whisler, MA, MLS, serves as Assistant Director and Coordinator of Course Support Programs in Clemson University’s Westmoreland Academic Success Program. Her scholarly interests include communities of practice in peer education and reflective practice for increasing learning capacity. She is a co-developer of Entangled Learning.

Molly Makos

Molly Makos graduated from Clemson University in 2017 with a BS in Biological Sciences. While at Clemson, she participated in the Peer-Assisted Learning Program through facilitating PAL sessions and providing leadership within her community of practice. Molly has certification as an Entangled Learning coach. She is currently a DMD Candidate (‘21) at the University of Pennsylvania School of Dental Medicine and a Master’s student at the University of Pennsylvania Graduate School of Education pursuing a degree in Higher Education.

Rachel Anderson

Rachel Anderson, PhD, serves as the Assistant Coordinator of the Peer-Assisted Learning Program in Clemson University’s Westmoreland Academic Success Program. She has a background in Engineering Education, and her research interests include qualitative approaches to investigating cross-disciplinary teamwork as well as topics related to student learning and problem solving.