Peer assisted study sessions improve academic achievement. Why dont more institutions make use of them?

Paul Brack

Abstract


Participation in Peer Assisted Study Sessions (PASS) or Peer Assisted Learning (PAL) improves academic achievement. The barriers to its implementation across the entire higher education sector are largely the result of easily-correctable misconceptions and surmountable logistical issues. This article briefly describes these barriers and the methods which can be used to overcome them and highlights the important role that PASS/PAL can have in the higher education sector in the UK.


Keywords


peer assisted learning; peer assisted study sessions; supplemental instruction; innovatation

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References


Chilvers, L. (2013) ‘Facilitators and Barriers to the Development of PASS at the University of Brighton.’ Journal of Pedagogic Development, 3 (1), 27-29.

Duah, F., Croft, A. and Inglis, M. (2014) ‘Can peer assisted learning be effective in undergraduate mathematics?’ International Journal of Mathematical Education in Science and Technology, 45 (4), 552-565.




DOI: http://dx.doi.org/10.21100/jeipc.v1i2.190

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