1,712
Views
0
CrossRef citations to date
0
Altmetric
Research Article

‘PGR Connections’: Using an online peer- learning pedagogy to support doctoral researchers

, , , ORCID Icon &

References

  • Ali, A., & Kohun, F. (2006). Dealing with isolation feelings in IS doctoral programs. International Journal of Doctoral Studies, 1(1), 21–33. https://doi.org/10.28945/2978
  • Ali, A., Kohun, F., & Levy, Y. (2007). Dealing with social isolation to minimize Doctoral attrition- A four stage framework. International Journal of Doctoral Studies, 2(1), 33–49. https://doi.org/10.28945/3082
  • Andal, A. G., & Wu, S. (2021). Doctoral journey during Covid-19: Reflections from a collaborative autoethnography. https://doi.org/10.28945/4871
  • Beaumont, T., Mannion, A., & O’Shen, B. (2012). From the campus to the cloud: The online peer assisted learning scheme. Journal of Peer Learning, 5(6), 1–15. http://ro.uow.edu.au/ajpl/vol5/iss1/6
  • Boud, D., & Lee, A. (2005). ‘Peer learning’ as pedagogic discourse for research. Studies in Higher Education, 30(5), 501–506. https://doi.org/10.1080/03075070500249138
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Breen, R. L. (2006). A practical guide to focus-group research. Journal of Geography in Higher Education, 30(3), 463–475. https://doi.org/10.1080/03098260600927575
  • Bryman, A. (2012). Social research methods. Sage.
  • Byl, E., Struyen, K., Merus, P., Abelshausen, B., Vanwing, T., Engles, B., & Lombaerts, K. (2016). The value of peer learning for first-year postgraduate students’ social and academic integration university. Procedia – Social and Behavioural Sciences, 228, 299–304. doi:10.1016/j.sbspro.2016.07.044.
  • Cantor, G. (2020). The loneliness of the long-distance (PhD) researcher. Psychodynamic Practice, 26(1), 56–67. https://doi.org/10.1080/14753634.2019.1645805
  • Capstick, S., Fleming, H., & Hurne, J. (2004). Implementing peer assisted learning in higher education: The experience of a new university and a model for the achievement of a mainstream programme. In Peer Assisted Learning Conference Proceedings, Bournemouth, UK. http://www.peerlearning.ac.uk/documents/LE5.pdf
  • Castelló, M., Pardo, M., Sala-Bubaré, A., & Suñé-Soler, N. (2017). Why do students consider dropping out of doctoral degrees? Institutional and personal factors. Higher Education, 74(6), 1053–1068. https://doi.org/10.1007/s10734-016-0106-9
  • Covington, N. V., & Jordan, L. M. (2022). Impact of the COVID-19 pandemic on PhD students in communication sciences and disorders. Perspectives of the ASHA Special Interest Groups, 7(2), 512–522. https://doi.org/10.1044/2021_PERSP-21-00137
  • Cusick, A., Camer, D., Stamenkovic, A., & Zaccagnini, M. (2015). Peer assisted study sessions for research trainees. Journal of Peer Learning, 8(1), 18–33. https://ro.uow.edu.au/ajpl/vol8/iss1/4
  • Deakin, H., Wakefield, K., & Gregorius, S. (2012). An exploration of peer-to-peer teaching and learning at postgraduate level: the experience of two student-led NVivo workshops. Journal of Geography in Higher Education, 36(4), 603–612. https://doi.org/10.1080/03098265.2012.692074
  • Devine, J., & Jolly, L. (2011). Questions arising from the use of peer assisted learning as a technique to increase diverse participation in engineering education. In Australasian Association for Engineering Education Conference 2011: Developing engineers for social justice: Community involvement, ethics & sustainability (pp. 216–221). Barton, A.C.T: Engineers Australia.
  • DeWalt, K., & DeWalt, B. (2002). Participant observation. In R. Bernard (Ed.), Handbook of methods in cultural anthropology (pp. 259–300). AltaMira Press.
  • Elliot, D. L., Bengtsen, S. S., Guccione, K., & Kobayashi, S. (2020). The hidden curriculum in doctoral education. Springer Nature.
  • Fenge, L. A. (2010). Sense and sensibility: Making sense of a professional doctorate. Reflective Practice, 11(5), 645–656. doi:10.1080/14623943.2010.516976.
  • Fenge, L. A. (2012). Enhancing the doctoral journey: The role of group supervision in supporting collaborative learning and creativity. Studies in Higher Education, 37(4), 401–414. https://doi.org/10.1080/03075079.2010.520697
  • Flores-Scott, E. M., & Nerad, M. (2012). Peers in doctoral education: Unrecognized learning partners. New Directions for Higher Education, 157(Spring), 73–83. http://dx.doi.org/10.1002/he.20007
  • Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in seven disciplines. The Review of Higher Education, 32(3), 383–406. https://doi.org/10.1353/rhe.0.0075
  • Gardner, S. K. (2010). Contrasting the socialization experiences of doctoral students in high-and low-completing departments: A qualitative analysis of disciplinary contexts at one institution. The Journal of Higher Education, 81(1), 61–81. https://doi.org/10.1353/jhe.0.0081
  • Guest, G., MacQueen, K., & Namey, E. (2012). Applied thematic analysis. Sage.
  • Huijser, H., Kimmis, L., & Evans, P. (2008). Peer assisted learning in fleximode: Developing an online learning community. Journal of Peer Learning, 1(7), 51–60. http://ro.uow.edu.au/ajpl/vol1/iss1/7
  • Hunt, J. A., & Swallow, V. (2014). A peer-driven community-based doctoral supervisory model: Development from an evaluation of an ethics workshop for health care professionals undertaking research with children. Health Science Journal, 8(2), 154–165. http://www.hsj.gr/medicine/a-peerdriven-communityb
  • Janta, H., Lugosi, P., & Brown, L. (2014). Coping with loneliness: A netnographic study of doctoral students. Journal of Further and Higher Education, 38(4), 553–571. https://doi.org/10.1080/0309877X.2012.726972
  • Keenan, C. (2014) Mapping student-led peer learning in the UK. The Higher Education Academy. https://www.heacademy.ac.uk/system/files/resources/Peer_led_learning_Keenan_Nov_14-final.pdf
  • Khan, T., & MacEachen, E. (2021). Foucauldian discourse analysis: Moving beyond and social constructionist analytic. International Journal of Qualitative Methods, 20, 1–9. doi:10.1177/16094069211018009.
  • Lahenius, K. (2012). Communities of practice supporting doctoral studies. The International Journal of Management Education, 10(1), 29. https://doi.org/10.1016/j.ijme.2012.02.003
  • Littlefield, C. M., Taddei, L. M., & Radosh, M. E. (2015). Organic collaborative teams: The role of collaboration and peer to peer support for part-time doctoral completion. International Journal of Doctoral Studies, 10, 129. https://doi.org/10.28945/2113
  • Malliris, M. (2012). The role of peer assisted learning in supporting student transition to HE STEM programmes. In PAL ‘in’ and ‘beyond’ the classroom. National HE Stem Programme. http://www.hestem-sw.org.uk/project?id=13&pp=627
  • Mann, K., Usher, J., & Devlin, Z. (2010). Easing cultural transitions through peer-to-peer interactions. In K. Anagnostopoulou & D. Parmar (Eds.), ,Supporting the first year experience: Through the use of learning technologies (pp. 48–49). Middlesex University.
  • McCray, J., & Joseph-Richard, P. (2020). Towards a model of resilience protection: Factors influencing doctoral completion. Higher Education, 80(4), 679–699. https://doi.org/10.1007/s10734-020-00507-4
  • Meschitti, V. (2018). Can peer learning support doctoral education? Evidence from an ethnography of a research team. Studies in Higher Education, 44(7), 1209–1221. doi:10.1080/03075079.2018.1427711.
  • Pearson, M. (1999). The changing environment for doctoral education in Australia: Implications for quality management, improvement and innovation. Higher Education Research & Development, 18(3), 269–287. https://doi.org/10.1080/0729436990180301
  • Pearson, M., & Brew, A. (2002). Research training and supervision development. Studies in Higher Education, 27(2), 135–150. https://doi.org/10.1080/03075070220119986c
  • Powers, J. D., & Swick, D. C. (2012). Straight talk from recent grads: Tips for successfully surviving your doctoral program. Journal of Social Work Education, 48(2), 389–394. https://doi.org/10.5175/JSWE.2012.201000073
  • Shacham, M., & Od‐Cohen, Y. (2009). Rethinking PhD learning incorporating communities of practice. Innovations in Education and Teaching International, 46(3), 279–292. https://doi.org/10.1080/14703290903069019
  • Stevens, D. D., Chetty, R., Bertrand Jones, T., Yallew, A., & Butler-Henderson, K. (2021). Doctoral supervision and COVID-19: Autoethnographies from four faculty across three continents. Journal of University Teaching & Learning Practice, 18(5), 90–107. https://doi.org/10.53761/1.18.5.6
  • Stracke, E. (2010). Undertaking the journey together: Peer learning for a successful and enjoyable PhD experience. Journal of Teaching & Learning Practice, 7(1). https://doi.org/10.53761/1.7.1.8.
  • Topping, K., & Ehly, S. (1998). Peer-assisted learning. Routledge.
  • Watts, H., Malliris, M., & Billingham, O. (2015). Online peer assisted learning: Reporting on practice. Journal of Peer Learning, 8(8), 85–104. https://ro.uow.edu.au/ajpl/vol8/iss1/8.
  • Wilson, C. (2022) Telling the untold story: Discourses, cultural regeneration and the hybridity of placemaking in Paisley. PhD Thesis: University of the West of Scotland. https://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.859896
  • Wisker, G., Robinson, G., & Shacham, M. (2007). Postgraduate research success: Communities of practice involving cohorts, guardian supervisors and online communities. Innovations in Education and Teaching International, 44(3), 301–320. https://doi.org/10.1080/14703290701486720
  • Wisker, G., Robinson, G., Trafford, V., Warnes, M., & Creighton, E. (2003). From supervisory dialogues to successful PhDs: Strategies supporting and enabling the learning conversations of staff and students at postgraduate level. Teaching in Higher Education, 8(3), 383–397. https://doi.org/10.1080/13562510309400
  • Zaccagnini, M., & Verenikina, I. (2013). Peer Assisted study sessions for postgraduate international students in Australia. Journal of Peer Learning, 6(1), 86–99. http://ro.uow.edu.au/ajpl/vol6/iss1/8.