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International postgraduate students and peer learning

  • Hala Evans
Research Output: Contribution to journal Article Peer-review

Open access

Abstract

Programmes such as peer learning and peer assisted study sessions are increasingly used to support undergraduate students in many academic institutions. These programmes are regularly evaluated, monitored and proven to have academic and social benefits for learners. However, postgraduate students, especially international students are not the main target of these programmes. This study targeted international postgraduate students. The action research method was used to investigate how peer learning could support international postgraduate students in their learning journey and enhance their learning experience. Two former/experienced postgraduate students were invited to share their learning experience with thirty four new international postgraduate students in two sessions. After the two presentations, participants completed a self-administrated open-ended feedback questionnaire to evaluate the two sessions. An open-ended feedback questionnaire was used as the main research tool to gather the primary data and thematic analysis was used to analyse the collected qualitative data. The findings revealed that students enjoyed this learning opportunity; majority of participants thought that the two peer learning sessions were useful, insightful, thoughtful, inspirational and beneficial. In conclusion, peer learning is an important tool to enhance the learning experience of international postgraduate students and enrich their educational journey. Therefore, the outcomes of this action research contribute to the growing body of knowledge on peer learning and international postgraduate students.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 32-43

Journal (Volume, Issue Number)

Journal of pedagogic development (Volume 5, Issue 3)

Publication milestones

  • Published - 01/01/2015

Publication status

Published - 01/01/2015

ISSN

2047-3265

External Publication IDs

  • handle.net: 10547/584229

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