Questions arising from the use of peer assisted learning as a technique to increase diverse participation in engineering education

Paper

Devine, Jo and Jolly, Lesley. 2011. "Questions arising from the use of peer assisted learning as a technique to increase diverse participation in engineering education." Al-Abdeli, Yasir M. and Lindsay, Euan (ed.) 22nd Annual Conference of the Australasian Association for Engineering Education (AAEE 2011). Fremantle, Australia 05 - 07 Dec 2011 Canberra, Australia.
Paper/Presentation Title

Questions arising from the use of peer assisted learning as a technique to increase diverse participation in engineering education

Presentation TypePaper
AuthorsDevine, Jo (Author) and Jolly, Lesley (Author)
EditorsAl-Abdeli, Yasir M. and Lindsay, Euan
Journal or Proceedings TitleProceedings of the 22nd Annual Conference of the Australasian Association for Engineering Education (AAEE 2011)
Article Number216
Number of Pages6
Year2011
Place of PublicationCanberra, Australia
ISBN9780858259980
Web Address (URL) of Paperhttp://www.aaee.com.au/conferences/2011/papers/index.html#A
Conference/Event22nd Annual Conference of the Australasian Association for Engineering Education (AAEE 2011)
Event Details
Rank
B
B
B
B
Event Details
22nd Annual Conference of the Australasian Association for Engineering Education (AAEE 2011)
Parent
Annual Conference of the Australasian Association for Engineering Education (AAEE)
Delivery
In person
Event Date
05 to end of 07 Dec 2011
Event Location
Fremantle, Australia
Abstract

A program of peer assisted study sessions (PASS) was piloted in the second half of 2010 in two first year engineering courses catering to both on-campus and distance
students. The student cohort concerned is a diverse cohort of students, a large percentage of whom are non-traditional higher education students accessing the course through
distance education. The PASS program was implemented in both traditional face to face on campus sessions as well as in an online mode, which was intended to partially address
issues of inclusivity and access to peer support for this diverse cohort. The program was evaluated using a program logic approach. The evaluation confirmed that participants experienced all of the benefits generally associated with peer assisted learning programs: improvements in learning attitudes and skills, increased focus and motivation, mastery of course content, increased confidence and a positive attitude towards faculty. Despite the positive results of the evaluation it was noted that the participation rates by students were low, particularly for the online version of the program. Several questions
were raised by the evaluation through the dichotomy of positive perceptions and outcomes and the relatively low uptake of the program. This discussion paper reports on
the initial stages of a qualitative research project investigating the effectiveness of online peer assisted study sessions for engineering students.

Keywordspeer assisted learning; evaluation; PASS program
ANZSRC Field of Research 2020390113. Science, technology and engineering curriculum and pedagogy
470108. Organisational, interpersonal and intercultural communication
390409. Learning sciences
Public Notes

© 2011 Devine and Jolly. File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsDepartment of Agricultural, Civil and Environmental Engineering
Strategic Partnerships, Australia
Institution of OriginUniversity of Southern Queensland
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