Module Development Through Peer-assisted Student Support: an initial evaluation

Packham, Gary; Cramphorn, Christopher; Miller, Christopher

Abstract

The importance of effective module development in terms of content and delivery is becoming increasingly significant within higher education. The majority of evaluation exercises are relatively static and reactive, predominantly utilising standardised evaluation questionnaires. This paper examines the effectiveness of utilising peer-assisted student support, a form of student-centred learning to provide module feedback that cannot be easily identified through traditional methods. Data from meeting logs, observations, interviews and questionnaires demonstrates that student-centred learning feedback can enhance module development, identifying and prompting effective remedial action in shorter timescales. The paper therefore concludes that feedback from student-centred learning initiatives is a viable and dynamic alternative to traditional modes of module development that requires further consideration.

Citation

Packham, G., Cramphorn, C., & Miller, C. (2001). Module Development Through Peer-assisted Student Support: an initial evaluation. Mentoring and Tutoring, 9(2), 113-124. https://doi.org/10.1080/13611260120069354

• Journal Article Type: Article
• Publication Date: 2001-08
• Deposit Date: May 1, 2022
• Journal: Mentoring & Tutoring
• Print ISSN: 1361-1267
• Electronic ISSN: 1361-1267
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 9
• Issue: 2
• Pages: 113-124
• DOI: https://doi.org/10.1080/13611260120069354
• Public URL: http://researchrepository.napier.ac.uk/Output/2868488