Abstract
The FBE Senior Peer Mentoring programme piloted peer engagement methods from an internationally accredited programme, namely the Peer Assisted Session (PASS), to explore how well students would respond to it prior to fully implementing it. The study, which was conducted through an online survey comprising 6 questions, elicited varying responses on student mentees__ preferred learning styles during the peer mentoring sessions. It discovered that while some mentees expected to be tutored by their mentors and viewed their mentors as substitutes of their lecturers, others favoured activities which encouraged peer to peer discussions. The findings seem to suggest that in our efforts to shift towards a self-directed learning environment, we overlook the battle against pre-existing pedagogies.
Author Information
Roshila Singh, University of the South Pacific, Fiji
Paper Information
Conference: IICEHawaii2016
Stream: Student Learning, Learner Experiences and Learner Diversity
This paper is part of the IICEHawaii2016 Conference Proceedings (View)
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