Subjects -> EDUCATION (Total: 2539 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2178 journals)
    - HIGHER EDUCATION (155 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2178 journals)            First | 3 4 5 6 7 8 9 10     

Showing 1201 - 857 of 857 Journals sorted alphabetically
Journal of NELTA     Open Access   (Followers: 4)
Journal of NELTA Gandaki     Open Access  
Journal of NELTA Surkhet     Open Access  
Journal of New Approaches in Educational Research     Open Access   (Followers: 3)
Journal of Nonprofit Education and Leadership     Full-text available via subscription   (Followers: 10)
Journal of Nursing Education     Full-text available via subscription   (Followers: 31)
Journal of Nursing Scholarship     Hybrid Journal   (Followers: 5)
Journal of Occupational Therapy Education     Open Access   (Followers: 11)
Journal of Occupational Therapy, Schools, & Early Intervention     Hybrid Journal   (Followers: 52)
Journal of Outdoor and Environmental Education     Hybrid Journal  
Journal of Outdoor Recreation, Education, and Leadership     Hybrid Journal   (Followers: 10)
Journal of Pedagogy - Pedagogick? ?asopis     Open Access   (Followers: 6)
Journal of Peer Learning     Open Access   (Followers: 3)
Journal of Philosophy in Schools     Open Access  
Journal of Philosophy of Education     Hybrid Journal   (Followers: 16)
Journal of Physical Education and Sports     Open Access   (Followers: 8)
Journal of Physical Education and Sports Science     Open Access   (Followers: 3)
Journal of Planning Education and Research     Hybrid Journal   (Followers: 14)
Journal of Political Science Education     Hybrid Journal   (Followers: 10)
Journal of Popular Music Education     Hybrid Journal   (Followers: 3)
Journal of Praxis in Multicultural Education     Open Access   (Followers: 2)
Journal of Pre-College Engineering Education Research     Open Access   (Followers: 2)
Journal of Primary Education     Open Access   (Followers: 14)
Journal of Psychoeducational Assessment     Hybrid Journal   (Followers: 2)
Journal of Psychologists and Counsellors in Schools     Full-text available via subscription   (Followers: 8)
Journal of Public Affairs Education     Hybrid Journal  
Journal of Quality in Education     Open Access   (Followers: 2)
Journal of Real Estate Practice and Education     Full-text available via subscription   (Followers: 3)
Journal of Religious Education     Hybrid Journal   (Followers: 3)
Journal of Research and Education Chemistry     Open Access   (Followers: 2)
Journal of Research in Childhood Education     Hybrid Journal   (Followers: 3)
Journal of Research in Educational Sciences     Open Access  
Journal of Research in International Education     Hybrid Journal   (Followers: 10)
Journal of Research in Interprofessional Practice and Education     Open Access   (Followers: 10)
Journal of Research in Music Education     Hybrid Journal   (Followers: 16)
Journal of Research In Reading     Hybrid Journal   (Followers: 13)
Journal of Research in Science Teaching     Hybrid Journal   (Followers: 24)
Journal of Research in Special Educational Needs     Hybrid Journal   (Followers: 12)
Journal of Research Initiatives     Open Access  
Journal of Research on Christian Education     Hybrid Journal   (Followers: 9)
Journal of Research on Educational Effectiveness     Hybrid Journal   (Followers: 6)
Journal of Research on Leadership Education     Hybrid Journal   (Followers: 19)
Journal of Research on Technology in Education     Hybrid Journal   (Followers: 16)
Journal of School Choice     Hybrid Journal  
Journal of School Health     Hybrid Journal   (Followers: 6)
Journal of School Violence     Hybrid Journal   (Followers: 5)
Journal of Science and Sustainable Development     Full-text available via subscription  
Journal of Science and Technology of the Arts     Open Access   (Followers: 3)
Journal of Science Education and Technology     Hybrid Journal   (Followers: 17)
Journal of Science Education for Students with Disabilities     Open Access   (Followers: 4)
Journal of Science Learning     Open Access  
Journal of Science Teacher Education     Hybrid Journal   (Followers: 19)
Journal of Second Language Teaching & Research     Open Access   (Followers: 31)
Journal of Security Education     Hybrid Journal  
Journal of Shanghai University (English Edition)     Hybrid Journal  
Journal of Social Science Education : JSSE     Open Access  
Journal of Social Studies Education Research     Open Access  
Journal of Special Education     Hybrid Journal   (Followers: 15)
Journal of Statistics Education     Open Access   (Followers: 1)
Journal of Student Affairs Research and Practice     Hybrid Journal   (Followers: 1)
Journal of Studies in Education     Open Access   (Followers: 4)
Journal of Studies in International Education     Hybrid Journal   (Followers: 10)
Journal of Supranational Policies of Education (JoSPoE)     Open Access   (Followers: 1)
Journal of Teacher Education     Hybrid Journal   (Followers: 43)
Journal of Teaching English for Specific and Academic Purposes     Open Access   (Followers: 20)
Journal of Teaching in International Business     Hybrid Journal  
Journal of Teaching in Social Work     Hybrid Journal   (Followers: 9)
Journal of Teaching in the Addictions     Hybrid Journal   (Followers: 3)
Journal of Teaching in Travel & Tourism     Hybrid Journal   (Followers: 8)
Journal of Teaching Language Skills     Open Access   (Followers: 9)
Journal of Technical Education     Open Access  
Journal of Technical Education and Training     Open Access   (Followers: 2)
Journal of the Canadian Association for Curriculum Studies     Open Access   (Followers: 2)
Journal of the European Teacher Education Network     Open Access   (Followers: 2)
Journal of The First-Year Experience & Students in Transition     Full-text available via subscription   (Followers: 3)
Journal of the International Academy for Case Studies     Full-text available via subscription  
Journal of the Scholarship of Teaching and Learning     Open Access   (Followers: 5)
Journal of Tourism and Hospitality Education     Open Access  
Journal of Training and Development     Open Access   (Followers: 9)
Journal of Transformative Education     Hybrid Journal   (Followers: 5)
Journal of Visual Literacy     Hybrid Journal  
Journal of Vocational Education & Training     Hybrid Journal   (Followers: 15)
Journal of Vocational Rehabilitation     Hybrid Journal   (Followers: 17)
Journal of Women in Educational Leadership     Open Access   (Followers: 3)
Journal of Women's Entrepreneurship and Education (JWEE)     Open Access   (Followers: 1)
Journal of Writing in Creative Practice     Hybrid Journal   (Followers: 12)
Journal on Empowering Teaching Excellence     Open Access   (Followers: 4)
Journal on English as a Foreign Language     Open Access   (Followers: 3)
Journal Pelita PAUD     Open Access   (Followers: 5)
Journal Plus Education     Open Access  
Journal Sampurasun : Interdisciplinary Studies for Cultural Heritage     Open Access   (Followers: 1)
Journalism & Mass Communication Educator     Hybrid Journal   (Followers: 21)
Joyful Learning Journal     Open Access   (Followers: 1)
JPG (Jurnal Pendidikan Geografi)     Open Access   (Followers: 1)
JPGI (Jurnal Penelitian Guru Indonesia)     Open Access  
JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan     Open Access   (Followers: 1)
JPPI (Jurnal Penelitian Pendidikan Indonesia)     Open Access  
JRAMathEdu : Journal of Research and Advances in Mathematics Education     Open Access   (Followers: 4)
JUMLAHKU : Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan     Open Access   (Followers: 5)
Juridikdas : Jurnal Riset Pendidikan Dasar     Open Access  
JURING (Journal for Research in Mathematics Learning)     Open Access   (Followers: 1)
Jurnal Akuntabilitas Manajemen Pendidikan     Open Access  
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab     Open Access  
Jurnal Bahasa Lingua Scientia     Open Access  
Jurnal Basicedu : Journal of Elementary Education     Open Access  
Jurnal Bimbingan Konseling     Open Access   (Followers: 4)
Jurnal Biogenerasi     Open Access   (Followers: 3)
Jurnal Biologi Edukasi     Open Access  
Jurnal Candrasangkala Pendidikan Sejarah     Open Access  
Jurnal Curricula     Open Access  
Jurnal Dinamika Pendidikan     Open Access  
Jurnal Dinamika Penelitian : Media Komunikasi Penelitian Sosial Keagamaan     Open Access  
Jurnal Educatio : Jurnal Pendidikan Indonesia     Open Access  
Jurnal Edukasi Khatulistiwa : Pembelajaran Bahasa dan Sastra Indonesia     Open Access  
Jurnal Hadhari : An International Journal     Open Access   (Followers: 2)
Jurnal Ilmiah KORPUS     Open Access  
Jurnal Ilmiah Pendidikan Dasar     Open Access   (Followers: 3)
Jurnal Ilmiah Potensia     Open Access  
Jurnal Ilmiah Sekolah Dasar     Open Access   (Followers: 1)
Jurnal Ilmu Pendidikan     Open Access   (Followers: 3)
Jurnal Ilmu Sosial dan Humaniora     Open Access  
Jurnal Inovasi Teknologi Pendidikan     Open Access   (Followers: 4)
Jurnal IPA & Pembelajaran IPA     Open Access  
Jurnal Kajian Bimbingan dan Konseling     Open Access   (Followers: 1)
Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 2)
Jurnal Kependidikan     Open Access   (Followers: 5)
Jurnal Kependidikan : Penelitian Inovasi Pembelajaran     Open Access   (Followers: 2)
Jurnal Keperawatan Profesional     Open Access  
Jurnal Konseling dan Pendidikan     Open Access  
Jurnal Lensa Pendas     Open Access   (Followers: 3)
Jurnal Manajemen dan Supervisi Pendidikan (JMSP)     Open Access  
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan)     Open Access   (Followers: 2)
Jurnal Pelangi     Open Access  
Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi     Open Access  
Jurnal Pencerahan     Open Access   (Followers: 1)
Jurnal Pendidikan Bahasa dan Sastra     Open Access  
Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 4)
Jurnal Pendidikan Biologi     Open Access  
Jurnal Pendidikan Biologi Indonesia     Open Access  
Jurnal Pendidikan Bisnis dan Manajemen     Open Access  
Jurnal Pendidikan Edutama     Open Access  
Jurnal Pendidikan Ekonomi     Open Access  
Jurnal Pendidikan Fisika     Open Access   (Followers: 4)
Jurnal Pendidikan Fisika Indonesia (Indonesian Journal of Physics Education)     Open Access   (Followers: 2)
Jurnal Pendidikan Humaniora : Journal of Humanities Education     Open Access   (Followers: 1)
Jurnal Pendidikan IPA Indonesia     Open Access   (Followers: 2)
Jurnal Pendidikan Islam     Open Access   (Followers: 2)
Jurnal Pendidikan Karakter     Open Access   (Followers: 2)
Jurnal Pendidikan Kimia     Open Access   (Followers: 1)
Jurnal Pendidikan Malaysia     Open Access   (Followers: 1)
Jurnal Pendidikan Matematika Raflesia     Open Access  
Jurnal Pendidikan Nonformal     Open Access  
Jurnal Pendidikan Sains     Open Access   (Followers: 2)
Jurnal Pendidikan Teknologi dan Kejuruan     Open Access  
Jurnal Pendidikan Vokasi     Open Access  
Jurnal Penelitian dan Evaluasi Pendidikan     Open Access  
Jurnal Penelitian Humaniora     Open Access   (Followers: 4)
Jurnal Penelitian Pembelajaran Matematika Sekolah     Open Access  
Jurnal Penelitian Pendidikan     Open Access  
Jurnal Pengabdian Kepada Masyarakat (Indonesian Journal of Community Engagement)     Open Access  
Jurnal Perspektif Pendidikan dan Keguruan     Open Access   (Followers: 1)
Jurnal PGSD     Open Access  
Jurnal Prima Edukasia     Open Access   (Followers: 1)
Jurnal Pro-Life     Open Access  
Jurnal PROMKES : Jurnal Promosi Kesehatan dan Pendidikan Kesehatan Indonesia (The Indonesian Journal of Health Promotion and Health Education)     Open Access  
Jurnal Psikoedukasi dan Konseling     Open Access  
Jurnal Psikologi Pendidikan dan Konseling : Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling     Open Access   (Followers: 1)
Jurnal Pustaka Ilmiah     Open Access   (Followers: 1)
Jurnal Riset Pendidikan Matematika     Open Access  
Jurnal Sosiologi Pendidikan Humanis     Open Access  
Jurnal Studi Guru dan Pembelajaran     Open Access   (Followers: 3)
Jurnal Taman Vokasi     Open Access  
Jurnal Tatsqif     Open Access  
Jurnal Tuturan     Open Access   (Followers: 3)
Jurnal Varidika     Open Access  
Jurnal Visi Ilmu Pendidikan     Open Access  
K-12 STEM Education     Open Access   (Followers: 2)
Kappa Delta Pi Record     Hybrid Journal   (Followers: 2)
Karaelmas Eğitim Bilimleri Dergisi     Open Access  
Kasuari : Physics Education Journal     Open Access  
Kasvatus & Aika     Open Access   (Followers: 1)
Kerbala Magazine of Physical Edu. Seiences     Open Access   (Followers: 2)
Kerygma und Dogma     Hybrid Journal  
Kimün. Revista Interdisciplinaria de Formación Docente     Open Access  
Kleio     Full-text available via subscription   (Followers: 1)
Konfigurasi : Jurnal Pendidikan Kimia dan Terapan     Open Access  
KONSELI : Jurnal Bimbingan dan Konseling     Open Access  
Kontinu : Jurnal Penelitian Didaktik Matematika     Open Access   (Followers: 3)
Koulu ja menneisyys     Open Access  
Kreano, Jurnal Matematika Kreatif-Inovatif     Open Access   (Followers: 5)
Kronos : The Language Teaching Journal     Open Access   (Followers: 1)
KULA : knowldge creation, dissemination, and preservation studies     Open Access  
Kuramsal Eğitimbilim Dergisi / Journal of Theoretical Educational Science     Open Access  
L'Orientation scolaire et professionnelle     Open Access   (Followers: 1)
L2 Journal     Open Access   (Followers: 4)
Land Forces Academy Review     Open Access  
Language and Education     Hybrid Journal   (Followers: 19)
Language Literacy : Journal of Linguistics, Literature, and Language Teaching     Open Access   (Followers: 3)
Language Teaching     Hybrid Journal   (Followers: 33)
Language Teaching Research     Hybrid Journal   (Followers: 24)

  First | 3 4 5 6 7 8 9 10     

Similar Journals
Journal Cover
Journal of Peer Learning
Number of Followers: 3  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2200-2359
Published by U of Wollongong Homepage  [9 journals]
  • Does peer education increase academic achievement in first year
           students' A mixed-method study

    • Authors: Gholamhosein Zarifnejad et al.
      Abstract: Research on the impact of peer education (PE) on learning outcomes has produced inconclusive results, partly due to the methodology employed in such studies. There is a necessity to design blind, controlled studies. Further, quantitative approaches to evaluating PE may not provide a complete picture of the impact of PE on learning outcomes. The aim of the study was to determine the effect of peer education on students' academic achievement and to explain students' lived experience of participating in a PE program. The study employed an exploratory, sequential mixed-method design and occurred in two distinct and consecutive phases. The first phase consisted of a cluster-controlled, double-blind educational trial; the second, of a qualitative conventional content analysis. Data was collected during the second semester from February to July 2015 from undergraduate students. Analysis of the pre- and post-tests has been performed to evaluate the program among those enrolled in nursing and midwifery (intervention groups) and anaesthesia nursing (control group) in physiology and anatomy courses. PE resulted in significant differences in the physiology post-test scores and the anatomy post-test scores in favour of midwifery and nursing students respectively (intervention groups). Statistically significant improvement was not achieved based on formal academic exams. Themes were identified by analysing the content of qualitative feedback, with “facilitated learning” being the main theme emerging from the data. The PE program promoted learning based on the facilitator-based examination (based on post-test scores). However, PE did not improve learning in blinded condition in the current study (formal academic exam).
      PubDate: Mon, 09 Apr 2018 05:42:51 PDT
       
  • Impact of Supplemental Instruction on dropout and graduation rates: an
           example from 5-year engineering programs

    • Authors: Joakim Malm et al.
      Abstract: This study focuses on quantitative long-term effects of Supplemental Instruction (SI) in terms of graduation and dropout rates. One of the main aims of SI is to introduce students to effective study strategies and techniques. If SI is introduced at an early stage for new students in higher education, it should therefore be expected that this action will promote timely graduation. This has also been indicated in studies at two US universities – University of Missouri Kansas City and Utah State University. This impact should obviously be of huge interest to any college or university that wants to introduce SI for their students. However, more studies from different settings and environments are needed to be able to generalise the findings from previous studies. This investigation is one such study for students at an engineering education faculty.The results from this study show that SI appears to have a pronounced effect on student persistence, and that the effect increases continuously with increasing SI attendance. A student’s chances of graduating from an Master of Science (MSc) engineering program within six years, increases by approximately 20-35 % for a student attending all SI meetings in the first semester, compared to a student who does not attend SI. The risk of a student dropping out is reduced by approximately 20-40 % if he/she attends all SI sessions. The results also show that all students benefit from attending SI, independent of prior academic achievement and gender.
      PubDate: Mon, 09 Apr 2018 05:42:46 PDT
       
  • The peer-led team learning leadership program for first year minority
           science, technology, engineering, and mathematics students

    • Authors: Janet Liou-Mark et al.
      Abstract: Retaining students in the Science, Technology, Engineering, and Mathematics (STEM) fields has been a challenge in the United States (U.S.). More startling is the lack of diversity across most of the STEM disciplines. Underrepresented minority groups majoring and graduating in STEM are reported to be far below the national benchmark, and it is not proportionally reflected in the overall national population. To support students in STEM, New York City College of Technology of the City University of New York has designed a Peer-Led Team Learning Leadership Program (PLTL) that recruits and trains upper freshmen majoring in STEM, particularly those who are underrepresented, to facilitate peer-led workshops in foundational STEM courses in chemistry, civil engineering, and mathematics. Results showed the PLTL Leadership Program to be highly effective for first-year underrepresented minority STEM students. First-year students self-reported the peer leading experience had strongly improved their own understanding of chemistry, engineering, and mathematics concepts, and their confidence in these subject areas was significantly increased. They also indicated gains in their confidence in public speaking and in their leadership, communication, and facilitation skills.
      PubDate: Mon, 09 Apr 2018 05:42:41 PDT
       
  • Peer-learning to employable: learnings from an evaluation of PASS attendee
           

    • Authors: Robert A. Carr PhD et al.
      Abstract: This study examines student experiences of Peer Assisted Study Sessions (PASS) at Western Sydney University (WSU), investigating attendee and facilitator perceptions of the relationship between peer-learning and employability. It defers to contemporary higher education scholarship and related sector definitions of employability as an objective criteria for evaluating outcomes which may result from student experiences with PASS. This investigation observes the extent to which such definitions are evident in the skills and attributes students have acquired via their participation in PASS through both quantitative and qualitative research. Quantitative and qualitative data was collected across two consecutive semesters at WSU (Autumn and Spring) in 2015. Survey responses were collected from 297 PASS attendees and 45 PASS facilitators, further incorporating data collected via focus groups with 46 PASS attendees. The evidence allowed the researchers to examine how students perceived they had gained attributes from PASS that render them more employable. The research results highlight the benefits and limitations of the methods utilised to collect data from PASS participants, and this article elaborates key insights gained as a result of the research process that may be useful to peer-learning practitioners beyond WSU. The study found that attendees and facilitators of the WSU PASS program perceive that the program contributes to student employability in a variety of ways such as improving participants’ core technical skills, organisational skills, social skills, professionalism and business acumen, appreciation of mentoring, and critical thinking skills.
      PubDate: Mon, 09 Apr 2018 05:42:36 PDT
       
  • Perceived impact of PASS leadership experience on student leaders’
           transferable skills development

    • Authors: Deborah E. Laurs Dr
      Abstract: The PASS (Peer Assisted Study Support) program has been operating at Victoria University of Wellington, New Zealand, since 2000, and currently provides weekly study sessions in more than 50 courses each year. As well as enhancing the first-year learning experience, PASS contributes to an institution-wide award that acknowledges the impact of extra-curricular activities on students’ graduate attributes and employability skills. Selected from high-calibre candidates, PASS leaders already possess strong communication and thinking skills. Nevertheless, an online survey of current and former leaders between 2009-2014 [n=185] revealed a significant majority perceived that the experience of leading a study group, in particular the associated writing of weekly reflections, enhanced their confidence, cognitive and communication skills, as well as contributing to their CVs and job application success. Such results highlight the potential for student leaders to translate their day-to-day experiences into added value for life after university.
      PubDate: Mon, 09 Apr 2018 05:42:32 PDT
       
  • Exploring PASS leadership beyond graduation

    • Authors: Lucy Chilvers et al.
      Abstract: Developing University graduates’ employability is of increasing strategic institutional focus in the UK. Existing research evidences the role of Peer Assisted Study Sessions (PASS) in supporting students to develop personal, professional and employability skills. This research explores the impact of the PASS Leader role on graduates’ job application experiences, their employability and effectiveness in their current roles. PASS Leader graduate survey (n=62) and interview (n=12) findings demonstrated participants referred to their PASS Leader Role significantly on their CVs, application forms and in job interviews. Respondents said that PASS Leadership, aided by reflection, enabled them to clearly evidence their development of employability skills, which they perceived as enabling them to stand out from other job candidates. Interview participants explained their PASS Leadership informed their development of a range of employability skills and attributes, including communication, confidence, teamwork, facilitation and leadership. PASS Leadership was regarded as addressing gaps in their course curriculum for developing skills they perceived as important for their current roles, highlighting the value of co and extra-curricular programmes, such as PASS.
      PubDate: Mon, 09 Apr 2018 05:42:27 PDT
       
  • Editorial

    • Authors: Bryce D. Bunting
      Abstract: Welcome to Volume 11 of the Journal of Peer Learning.
      PubDate: Mon, 09 Apr 2018 05:42:19 PDT
      Issue No: Vol. 11 (2018)
       
  • Effect of Peer Tutoring on Students' Academic Performance in
           Economics in Ilorin South, Nigeria

    • Authors: Yusuf AbdulRaheem et al.
      Abstract: Peer tutoring has generated a great deal of scholarly interest in the field of education. It is viewed as an essential instructional strategy for inclusive education because it constitutes one of the strongholds of cooperative learning. This study examines the effect of peer tutoring and the moderating effect of gender on the academic performance of economics students in Ilorin-South Local Government of Kwara State, Nigeria. Two intact classes in two different secondary schools were selected for this study. The experimental (peer tutoring) group had a population of 40 students while the control (conventional instruction) group had a population of 38 students. A 50-item multiple-choice objective test titled Economics Performance Test (EPT) was used to measure academic performance. Students in the peer tutoring group obtained higher EPT scores than students in the conventional instruction group. This effect was not moderated by gender. We recommend that teachers adopt peer tutoring instructional strategies in the classroom so as to develop students’ generic skills.
      PubDate: Fri, 30 Jun 2017 00:42:26 PDT
       
  • Relative Effectiveness of Computer-Supported Jigsaw II, STAD and TAI
           Cooperative Learning Strategies on Performance, Attitude, and Retention of
           Secondary School Students in Physics

    • Authors: Amosa Isiaka Gambari et al.
      Abstract: This study investigated the relative effectiveness of computer-supported cooperative learning strategies on the performance, attitudes, and retention of secondary school students in physics. A purposive sampling technique was used to select four senior secondary schools from Minna, Nigeria. The students were allocated to one of four groups: Students Team Achievement Division (STAD), Jigsaw II, Team-Assisted Individualisation (TAI), or Individualised Computer Instruction (ICI). Computer-Assisted Learning Package (CALP) on physics was used as the treatment instrument and the Physics Achievement Test (PAT) and Physics Attitude Scale (PAS) were used as outcome measures. Analysis of Covariance and the Scheffe post-hoc test were used for data analysis. Some significant differences were found in the performance and attitudes of the groups, though cooperative learning strategies did not improve retention compared to ICI. These findings support the integration of computer-supported cooperative instructional strategies in secondary school classrooms.
      PubDate: Fri, 30 Jun 2017 00:42:21 PDT
       
  • “Conversation Leading to Progress”: Student Perceptions of Peer
           Tutors’ Contribution to Enhancing Creativity and Collaboration in a
           First Year Design Studio

    • Authors: Lisa Zamberlan et al.
      Abstract: This paper reports on an action research project involving the redesign, implementation and evaluation of a peer tutor program in a first year design studio in higher education. The effectiveness of the revised program, particularly its capacity to support learning for commencing students in the environment of a creative studio, is examined through focus groups with first year students and third year peer tutors. The study suggests that peer tutors play a pivotal role in the studio that is different from, but complementary to, the role of the studio tutor. When employed purposefully, peer tutors can make a significant contribution to the development of a positive studio culture and the enhancement of a collaborative community of practice, and amplify students’ engagement with iterative processes of design learning. Results are discussed in relation to current theories about what constitutes a successful peer tutor program, growing evidence of the unique role played by peer tutors in design and other practice-based disciplines, and the potential contribution of peer tutors to the development of creative skills valued in 21st century design practice.
      PubDate: Fri, 30 Jun 2017 00:42:16 PDT
       
  • Fellow Language Learners as Producers of Knowledge and Understandings: A
           Case of a Tertiary Japanese Linguistics Course

    • Authors: Harumi Minagawa
      Abstract: This paper reports students’ experiences of a coursework task in a Japanese linguistics course that embraces certain aspects of collaborative learning—aspects that are not practised widely in Japanese language learning situations. These involve the students looking at themselves as well as their fellow students as producers of knowledge and understandings rather than simply developing learners of a foreign language.The task asked students to examine language use in a TV drama script in light of sociolinguistic norms described in the Japanese linguistics literature. The task had two phases and was designed so that it was not possible to complete the second phase without using a peer’s findings from the first phase. Using their peers’ findings as a “previous study” gave students an opportunity to take a critical interest in the work of their peers as a crucial step in achieving their own academic outcomes.This paper discusses students’ experiences of this task in relation to particular benefits of the collaborative mode of learning that have been reported in the literature, such as positive interdependence, widening one’s point of view, and developing awareness that knowledge is a social construct that can be challenged. It also discusses the assessment design of the learning task, which allowed students to be assessed on their individual learning outcomes while requiring their peers’ support in completing their work.
      PubDate: Fri, 30 Jun 2017 00:42:11 PDT
       
  • University Student Ambassadors Bring Languages Back to Their High School
           Peers

    • Authors: Anu Bissoonauth-Bedford et al.
      Abstract: There is a general recognition that learning of foreign languages is in decline in Australia. This paper uses the social constructivist theory as a conceptual framework to report on a project where university language students supported their high school peers in the learning of their specialist language in New South Wales, Australia. The project involved 15 university students from the University of Wollongong and over 100 high school students engaged in the study of five foreign languages (French, German, Italian, Japanese, and Mandarin) in four local schools. The first section gives the aims and rationale of the study; the second describes the methodology and data collection; and the third section discusses the results and evaluation of the project by the students involved in the study. Preliminary results show that both cohorts of students benefitted from the study in different ways. It was the direct interaction between both groups that allowed more advanced students to assist their younger peers and to reflect on their own language learning in the process. The conclusion discusses implications for widening access to foreign language education in Australia and bridging the gap between tertiary and secondary sectors.
      PubDate: Fri, 30 Jun 2017 00:42:07 PDT
       
  • Online Pre-departure Peer Learning: What are the Transition Benefits for
           Chinese Students'

    • Authors: Lili Miao et al.
      Abstract: The transition into academic life for Chinese students coming to Australia can be difficult as they navigate different cultural, social, and educational norms. As a group of two academics from Australia and one from China, we were interested in exploring ways students from China could best be supported prior to leaving their country in readiness for academic life in Australia. As an international partnership, we examined transition issues for Chinese students by focussing on building students’ peer learning partnerships, prior to their departure from China to Australia. Chinese students in China were paired up with students in Australia for a weekly online session via Skype discussing culture and university-related topics. In order to direct the conversations, weekly questions were developed for each session. Students and staff had access to a learning management platform to share information and exchange ideas. The impact on both Australian and Chinese students was measured qualitatively through thematic analysis of student Skype conversations, reflections, and open-ended survey questions, and quantitatively through multiple choice survey questions. The main finding for this paper, which focuses on the quantitative data, was that this pre-departure interaction alerted Chinese students in China to their English language limitations and motivated them to do further English language learning prior to and once they had arrived in Australia. The quantitative data also pointed to the kinds of information which students wanted to know prior to coming to Australia which in some cases was different from what had been anticipated by the researchers.
      PubDate: Fri, 30 Jun 2017 00:42:02 PDT
       
  • Editorial

    • Authors: Jane L. Skalicky
      Abstract: Welcome to Volume 10 of the Journal of Peer Learning. This issue includes six peer-reviewed articles from Australia, China, Japan and Nigeria. These six articles provide valuable insight into a diverse range of applications of peer learning in education from around the world and the ways in which peer learning can enhance both the student learning process and experience.
      PubDate: Fri, 30 Jun 2017 00:41:58 PDT
      Issue No: Vol. 10 (2017)
       
  • “My Purpose Was to Help Them With Accounting, Not English”: An
           Exploratory Study of Languages Other Than English in Peer Assisted Study
           Sessions

    • Authors: Briony J. Supple
      Abstract: This paper considers when and for what purposes Peer Assisted Study Session (PASS) Leaders at an English medium university use their first language (when that language is not the dominant language of instruction) to facilitate PASS sessions in an English speaking university.This small qualitative exploratory study examines the experiences of eight PASS Leaders who speak a language other than English. The paper explores how and for what purposes the PASS Leaders utilised their first language (referred to as L1) of Chinese or Vietnamese and their second language of English (referred to as L2). The research participants revealed complex and well-considered decision-making processes regarding the language(s) they used in their sessions as PASS Leaders. Broadly, the language they used depended on the linguistic backgrounds and preferences of the session attendees, the concepts covered in the sessions, and the importance PASS Leaders ascribed to learning English over learning the subject’s content. We suggest that there may be room for languages other than English as a “medium of instruction” in PASS sessions. Our initial investigations warrant broader discussion and further research within the PASS/SI community about the role L1s can play in enhancing the student learning experience in PASS sessions, for both PASS Leaders and PASS attendees.
      PubDate: Wed, 21 Sep 2016 21:50:46 PDT
       
  • Social Justice, Learning Centredness and a First Year Experience Peer
           Mentoring Program: How Might They Connect?

    • Authors: Catherine Rawlinson
      Abstract: Peer mentoring is a powerful strategy to support students in their first year of tertiary education utilised by a large number of tertiary institutions. While social justice principles such as rights, access, and equity as outlined by Creagh, Nelson, & Clarke (2013) highlight the importance of “student centredness,” Taylor (2013) explains that “learning centredness” is a more empowering approach when working with students in their first year. Learning centredness focuses on learner engagement and acknowledges the active and combined responsibilities of the learner, the teacher, and support networks. This theoretical paper describes the incorporation of principles of social justice using strategies of learning centredness within a First Year Experience peer mentoring program.
      PubDate: Wed, 21 Sep 2016 21:50:39 PDT
       
  • Supporting Non-School Leaver Students in Their First Year Of University
           Study: Results of a Transition Focused Peer-to-Peer Intensive Mentoring
           Program Trial

    • Authors: Ashleigh Larkin
      Abstract: This paper discusses the results of an intensive mentoring program trial designed to address retention issues with first year students in Justice degrees. The purpose of the program was to reduce student attrition, specifically for non-school leaver Justice students, by creating a culture of student cooperation and support. In line with previous successful programs, first year non-school leaver Justice students were supported by students who had progressed at least to second year in their degree and had achieved a grade point average of at least 5. This paper discusses the benefits of the program for both the mentors and mentees, along with whether the program assisted non-school leaver students’ transition into university. It concludes with recommendations on how the program can be improved in the future to further support non-school leaver students.
      PubDate: Wed, 21 Sep 2016 21:50:33 PDT
       
  • Peer Assisted Study Sessions (PASS): Does Gender Matter?

    • Authors: Peter M. Geerlings
      Abstract: Peer-learning is an effective way to assist students to acquire study skills and content knowledge, especially in university courses that students find difficult, and it is an effective adjunct to improve student retention. In 2014, Murdoch University in Perth, Western Australia, commenced Peer Assisted Study Sessions (PASS) in two first-year undergraduate subjects: a mathematics (statistics) unit and a business unit. The key finding in this evaluation was that while female mathematics students improved their final marks in response to attending a greater number of sessions per semester, male students achieved lower final marks on average. Although several studies have shown that in PASS-like programs gender tends to not be a significant factor relating to achievement, our results suggest otherwise. In this article we posit the observed differences in achievement attributed to gender arise from complex gender-related issues, including gender stereotypes, student gender ratios in class, the gender of the teacher relative to the gender of the student, and gender-related motivation, engagement, and subject choice. An approach to remediate gender-associated differences in achievement for PASS attendees is proposed.
      PubDate: Wed, 21 Sep 2016 21:50:26 PDT
       
  • The Power of Freedom: Setting up a Multimodal Exhibition With
           Undergraduate Students to Foster Their Learning and Help Them to Achieve

    • Authors: Sandra Abegglen
      Abstract: The present paper explores the opportunities created by an emancipatory approach to learning and teaching when combined with embedded peer mentoring. First year undergraduate students—most from non-traditional backgrounds—were set the task to explore learning spaces at their university and to present their findings in creative ways in a Multimodal Exhibition during Enhancement Week. They were supported by second year students on their course who acted as coaches, role models, and critics. Our experience—and feedback by students—showed that serious learning is taking place when students are given “the freedom to learn.”
      PubDate: Wed, 21 Sep 2016 21:50:20 PDT
       
  • Editorial

    • Authors: Jane Skalicky
      Abstract: Welcome to Volume Nine of the Journal of Peer Learning. This issue includes five peer-reviewed articles from Australia, New Zealand, and the United Kingdom. These five articles capture the relevance of peer learning across different learning environments in higher education, and in particular, highlight the outcomes of peer learning for diverse student groups.
      PubDate: Wed, 21 Sep 2016 21:50:14 PDT
       
 
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