Speech and Language Therapy students' experience of Peer Assisted Learning: an undergraduate dissertation project

Anne Guyon,Zoe Butterfint,Andrea Lacy,Katie Sheridan,Jessica Unwin,Aisha Sanosi

doi:10.47408/jldhe.v0i0.346

Abstract

The implementation of Peer Assisted Learning (PAL) on healthcare courses in Higher Education has been explored in a number of studies. This paper presents peer research conducted by final year undergraduate Speech & Language Therapy students into the experience of PAL mentees and mentors on the same course. The focus was on the effects of PAL on academic and professional development. Data were generated from standard PAL evluations and focus groups. Findings indicate that mentees benefit from PAL in terms of their university experience and learning. Engagement with PAL results from its structured yet informal nature and the enthusiasm of the mentors. The collaborative nature of PAL took time to develop, impacting on the behaviours of the mentees and mentors. All participants commented on gaining from PAL. Overall PAL offers mentees and mentors opportunities which enhance their academic learning and professional development.

Highlights

Peer Assisted Learning (PAL) is a support system by which first year students are provided with academic guidance by students studying at higher levels on the same course
The majority of respondents indicated that PAL had very definitely or definitely improved their experience at University of East Anglia (UEA) (n=26); benefitted their learning (n=27) and would help them in the future (n=24)
The findings from this study reflected those in the literature, the project provided a novel perspective in that the investigation was conducted by students

Summary

Introduction

Peer Assisted Learning (PAL) is a support system by which first year students are provided with academic guidance by students studying at higher levels on the same course. Learning is achieved through discussion and shifts the emphasis from individual to cooperative knowledge acquisition (Capstick, 2004; Capstick and Fleming, 2004). This collaborative approach allows students to share knowledge and experience in order to achieve common learning goals (Laal and Ghodsi, 2012; Laal and Laal, 2012). Universities are becoming increasingly aware of the benefits of peer collaboration (Hammar-Chirac, 2014; Bannan-Ritland, 2002). PAL formalises the learning which occurs in these groups (Boud et al, 2001) through a combination of constructivist and situated learning

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