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.