2.50
Hdl Handle:
http://hdl.handle.net/10547/584229
Title:
International postgraduate students and peer learning
Authors:
Evans, Hala
Abstract:
Programmes such as peer learning and peer assisted study sessions are increasingly used to support undergraduate students in many academic institutions. These programmes are regularly evaluated, monitored and proven to have academic and social benefits for learners. However, postgraduate students, especially international students are not the main target of these programmes. This study targeted international postgraduate students. The action research method was used to investigate how peer learning could support international postgraduate students in their learning journey and enhance their learning experience. Two former/experienced postgraduate students were invited to share their learning experience with thirty four new international postgraduate students in two sessions. After the two presentations, participants completed a self-administrated open-ended feedback questionnaire to evaluate the two sessions. An open-ended feedback questionnaire was used as the main research tool to gather the primary data and thematic analysis was used to analyse the collected qualitative data. The findings revealed that students enjoyed this learning opportunity; majority of participants thought that the two peer learning sessions were useful, insightful, thoughtful, inspirational and beneficial. In conclusion, peer learning is an important tool to enhance the learning experience of international postgraduate students and enrich their educational journey. Therefore, the outcomes of this action research contribute to the growing body of knowledge on peer learning and international postgraduate students.
Affiliation:
University of Bedfordshire
Citation:
Evans, H. (2015) 'International postgraduate students and peer learning' Journal of pedagogic development 5 (3)
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
2015
URI:
http://hdl.handle.net/10547/584229
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/227
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorEvans, Halaen
dc.date.accessioned2015-12-21T11:06:11Zen
dc.date.available2015-12-21T11:06:11Zen
dc.date.issued2015en
dc.identifier.citationEvans, H. (2015) 'International postgraduate students and peer learning' Journal of pedagogic development 5 (3)en
dc.identifier.issn2047-3265en
dc.identifier.urihttp://hdl.handle.net/10547/584229en
dc.description.abstractProgrammes such as peer learning and peer assisted study sessions are increasingly used to support undergraduate students in many academic institutions. These programmes are regularly evaluated, monitored and proven to have academic and social benefits for learners. However, postgraduate students, especially international students are not the main target of these programmes. This study targeted international postgraduate students. The action research method was used to investigate how peer learning could support international postgraduate students in their learning journey and enhance their learning experience. Two former/experienced postgraduate students were invited to share their learning experience with thirty four new international postgraduate students in two sessions. After the two presentations, participants completed a self-administrated open-ended feedback questionnaire to evaluate the two sessions. An open-ended feedback questionnaire was used as the main research tool to gather the primary data and thematic analysis was used to analyse the collected qualitative data. The findings revealed that students enjoyed this learning opportunity; majority of participants thought that the two peer learning sessions were useful, insightful, thoughtful, inspirational and beneficial. In conclusion, peer learning is an important tool to enhance the learning experience of international postgraduate students and enrich their educational journey. Therefore, the outcomes of this action research contribute to the growing body of knowledge on peer learning and international postgraduate students.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/227en
dc.subjectteachingen
dc.subjectlearningen
dc.subjectpeer learningen
dc.subjectaction researchen
dc.subjectinternational postgraduate studentsen
dc.subjectconstructive theoryen
dc.subjectcognitive theoryen
dc.subjectX300 Academic studies in Educationen
dc.titleInternational postgraduate students and peer learningen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalJournal of pedagogic developmenten
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