On Integrated Peer-Assisted Learning Clusters Among Students in a Nigerian University

Peer interaction to assist and learn from each other has been extended online in recent times. This study was conducted to find the pattern of participation in integrated peer-assisted learning and to investigate factors known to affect such participation among students in their peer-assisted learning clusters. The pattern of participation was established through the frequency with which the respondent use their preferred mode of peer interaction. Structural equation modeling was implemented to study the relationship between participation and the factors considered. Social medial is the most prevalent among the online means of interaction considered. Conflict, cohesion and effective leadership in the clusters have more direct effects on the other factors considered. The frequency of participation does not correlate significantly with the other personal and interpersonal factors considered. These findings suggest that the decision for voluntary participation in peer-assisted learning clusters are possibly driven by other factors such as academic.

Is Peer assisted learning better? A modern question to answer: a comparative study

Published in August 2021.

Peer Assisted Learning: Dynamics of Anatomic Learning at The Faculty of Medicine Jendral Achmad Yani University

Anatomy is a basic science that is important to learn and understand for both clinical students and medical students in general. In addition to studying several biomedical and clinical sciences, a medical faculty student is also required to study and know the anatomical system, where anatomy is one of the mandatory courses that supports science in the health sector, especially to understand the functions in the body. One method that is often used by some universities or colleges when carrying out their anatomy practicum activities is through the Peer Assisted Learning (PAL) method. PAL is a learning method carried out by fellow students and does not involve professional lecturers in the process. This study aims to explore in depth students' perceptions of PAL in the learning process at the Faculty of Medicine, Jendral Achmad Yani University. This study uses an analytical observation method with a descriptive analysis approach, and the results of this study explain that there are various student perceptions regarding the definition and benefits of the PAL method, as well as several factors that influence PAL in the teaching and learning process, including supporting factors such as good communication from students. peer tutors and the material provided by peer tutors is in accordance with the learning objectives. Factors that hinder the PAL implementation process include readiness for implementation, readiness for peer tutors, and readiness for peer tutors. In addition, there are also student perceptions regarding expectations for the implementation of PAL, namely the application of PAL in CSL, the use of technology, and evaluation in its implementation.

The peer teachers’ perception of intrinsic motivation and rewards

Peer-assisted learning (PAL) is an educational method commonly applied in academic teaching. It is characterized by the interplay between peer teachers and learners who are at a similar academic level. Although it has been shown that peer teachers benefit from participating in PAL, little is known about their perception of motivation and rewards. Here we designed a questionnaire and measured the perception of intrinsic motivation and rewards of peer teachers from three different PAL programs. Overall, peer teachers were highly intrinsically motivated. The reward category Supporting Others was appreciated the most, followed by the reward categories Self-Improvement, Feedback, and Financial. The perception of rewards reflected the features of the three PAL programs. For example, the item “learning the teaching matter themselves” was most valued by peer teachers who were enrolled in a PAL program that deployed their peer teachers primarily to convey knowledge. In contrast, “actively shaping the teaching situation” was appreciated most by peer teachers of the PAL program that enables their peer teachers to conceive their teaching sessions independently. These findings go toward recommendations of the implementation and further development of PAL programs. If PAL programs clearly define their features and aims, they could specifically attract (and select) peer teachers and meet their needs as well as expectations, providing opportunities to gain knowledge and teaching experience. Ultimately, these PAL programs could better support the learners.