PALS Online and community building: a contradiction in terms?

Paper

Huijser, Hendrik and Kimmins, Lindy. 2005. "PALS Online and community building: a contradiction in terms?" Goss, Halima (ed.) 22nd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2005). Brisbane, Australia 04 - 07 Dec 2005 Brisbane, Australia. Australasian Society for Computers in Learning in Tertiary Education (ASCILITE).
Paper/Presentation Title

PALS Online and community building: a contradiction in terms?

Presentation TypePaper
AuthorsHuijser, Hendrik (Author) and Kimmins, Lindy (Author)
EditorsGoss, Halima
Journal or Proceedings TitleProceedings of the 22nd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2005)
Journal Citation1
Year2005
PublisherAustralasian Society for Computers in Learning in Tertiary Education (ASCILITE)
Place of PublicationBrisbane, Australia
ISBN0975709313
Web Address (URL) of Paperhttp://www.ascilite.org.au/conferences/brisbane05/start.shtml
Conference/Event22nd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2005)
Event Details
22nd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2005)
Parent
Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)
Delivery
In person
Event Date
04 to end of 07 Dec 2005
Event Location
Brisbane, Australia
Abstract

[Abstract]:
In response to a rapidly changing tertiary education environment, a number of universities
have implemented various peer-assisted learning schemes. Research has shown that
peer-assisted learning can play an important role in helping students address the difficulties of
adjusting to university study in first year. These difficulties consist not only of adjusting to
academic content and study skills, but significantly also to a sense of belonging to a university
community. The evidence suggests that peer-assisted schemes on campus help students
establish social networks which can have a positive and vital influence on their learning and
academic achievements for the duration of their studies, and hence assist with retention.
At the University of Southern Queensland (USQ), the majority of students are not on campus,
which raises the urgent question: how can we harness the advantages of peer-assisted schemes
in an online environment? And given that the potential problem of social isolation is even more
acute in distance education, how do we develop a peer-led scheme online that creates a sense
of community for its participants? This paper will explore these questions by reflecting on
various examples of online mentoring schemes, and suggesting strategies for future
development.

KeywordsOnline education, online pedagogy, peer-assisted learning, mentors, mentoring
ANZSRC Field of Research 2020390405. Educational technology and computing
390403. Educational administration, management and leadership
Public Notes

Copyright lies with ASCILITE and individual authors.

Byline AffiliationsLearning and Teaching Support Unit
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