Faculty-wide accredited cross-year student supported learning

K. J. Topping; G. Simpson; L. Thompson; S. Hill

Faculty-wide accredited cross-year student supported learning

K. J. Topping, G. Simpson, L. Thompson, S. Hill

Research output: Contribution to journal › Article › peer-review

Abstract

In a University of Central Lancashire (England) program, upperclassmen support learning of peers through small-group peer tutoring in study skills, earning academic credits for doing so. The program targets courses with difficult content, predominance of lectures, and low rates of teacher-student interaction. Evaluation indicates reduced course withdrawal rates. Peer tutor recruitment, training, support, and assessment procedures are described. (MSE)

Original language	English
Pages (from-to)	41-64
Number of pages	24
Journal	Higher Education Review
Volume	29
Issue number	3
Publication status	Published - 1997

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title = "Faculty-wide accredited cross-year student supported learning",

abstract = "In a University of Central Lancashire (England) program, upperclassmen support learning of peers through small-group peer tutoring in study skills, earning academic credits for doing so. The program targets courses with difficult content, predominance of lectures, and low rates of teacher-student interaction. Evaluation indicates reduced course withdrawal rates. Peer tutor recruitment, training, support, and assessment procedures are described. (MSE)",

author = "Topping, {K. J.} and G. Simpson and L. Thompson and S. Hill",

year = "1997",

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T1 - Faculty-wide accredited cross-year student supported learning

AU - Topping, K. J.

AU - Simpson, G.

AU - Thompson, L.

AU - Hill, S.

PY - 1997

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N2 - In a University of Central Lancashire (England) program, upperclassmen support learning of peers through small-group peer tutoring in study skills, earning academic credits for doing so. The program targets courses with difficult content, predominance of lectures, and low rates of teacher-student interaction. Evaluation indicates reduced course withdrawal rates. Peer tutor recruitment, training, support, and assessment procedures are described. (MSE)

AB - In a University of Central Lancashire (England) program, upperclassmen support learning of peers through small-group peer tutoring in study skills, earning academic credits for doing so. The program targets courses with difficult content, predominance of lectures, and low rates of teacher-student interaction. Evaluation indicates reduced course withdrawal rates. Peer tutor recruitment, training, support, and assessment procedures are described. (MSE)

M3 - Article

SN - 0018-1609

VL - 29

SP - 41

EP - 64

JO - Higher Education Review

JF - Higher Education Review

IS - 3

ER -

Faculty-wide accredited cross-year student supported learning

Abstract

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