Literaturnachweis - Detailanzeige
| Autor/in | Cofer, Rebecca |
|---|---|
| Titel | The Peer Tutor and Supplemental Instruction Leader Experience: Perceived Gains in Learning, Connection to Campus, and Fulfillment |
| Quelle | In: Journal of College Academic Support Programs, 5 (2023) 2, S.23-32 (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Peer Teaching; Tutors; Tutoring; Supplementary Education; College Students; Educational Benefits; Self Esteem; Student Attitudes; Georgia |
| Abstract | This study explored the perceived gains of postsecondary peer educators, specifically related to their views of learning, feelings of connection to campus, and feelings of fulfillment as a result of their roles. The peer educator in the campus learning center is a critical but undervalued resource for student success. This is reflected in the literature, which has a gap in the research related to the experience of the peer educators themselves. To address this problem, a survey was sent through public listservs to college learning assistance professionals, who then distributed it to their respective peer tutors and SI leaders (N = 1217). Using three open-ended questions from the Peer Educator Experiences Survey, I analyzed responses to generate several themes for each question. I identified five distinct themes from responses to the first question, which asked participants about their views of learning. Of the five themes, "learned how/ways people learn" had the highest frequency of responses (n = 239). I discovered four themes from responses to the second question that asked about the most rewarding aspect of their jobs. For this question, the theme of "helping/witnessing growth" was the most evident response (n = 326). The final question asked about participants' connections to campus; again, four themes identified four distinct themes. The theme of "campus people/resources" proved to be the most populous (n = 203). Institutions and learning center administrators should consider these results when recruiting, training, assessing, and requesting funds for these programs. (As Provided). |
| Anmerkungen | Journal of College Academic Support Programs. Tel: 512-585-2416; e-mail: JCASP_editor@txstate.edu; Web site: https://journals.tdl.org/jcasp/index.php/jcasp |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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