Introducing peer-supported learning approach to tutoring in engineering and technology courses
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An innovative, non-traditional tutoring programme based on collaborative and peer-support learning is described, and a reflection on two years of its implementation to specific subjects in electronic engineering and ICT-based courses at the University of Limerick is presented. The programme, known as Peer-Supported Learning Groups (PSLG), is an academic enrichment scheme, which has been developed by adapting the American SI model such that it meets the needs of students in Ireland and fits into the Irish third-level education system. This paper begins by giving a rationale for the introduction of the PSLG to the targeted subjects, followed by descriptions of the operational structure of the programme highlighting the difficulties encountered at the initial stages and the measures taken to alleviate these difficulties. Quantitative measures for evaluating the effect of the PSLG on students' performance, as well as analysis of feedback collected from the students and the leaders, are presented and discussed. The paper concludes by outlining issues for improving the current programme and associated further developments.
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Prior studies show that peer-facilitated learning could enhance students' learning outcomes and lead to positive learning attitudes.
“This result is similar to existing studies showing that peer-facilitated learning could enhance students ' learning outcomes (Karademir, Erdo ˘ gdu & G ¨ okçearslan, 2017; Mahdi, 2006; Mkonto, 2018), and lead to students ' positive learning attitudes (Brown & Rode, 2018; Won & Choi, 2017).”
From The effects of online peer-facilitated learning and distributed pair programming on students’ learning (2023) · cites this paper as Mahdi, 2006
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On the Effectiveness of Supplemental Instruction
Dawson, P., van der Meer, J., Skalicky, J., & Cowley, K. (2014) · Review of Educational Research · doi:10.3102/0034654314540007 · Cited by 230 · see citing works
Tsai, C.-W., Lin, M. Y.-C., Cheng, Y.-P., Lee, L.-Y., Chyr, W.-L., Lin, C.-H., Lin, J.-W., & Tsai, M.-C. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104849 · Cited by 25 · see citing works
“In such a peer learning model or environment, first-year students’ learning and academic performance was improved (Mahdi, 2006).”
- Authors
- Mahdi, A. E.
- Affiliations
- University of Limerick (IE)
- Corresponding author
- Mahdi, Abdulhussain E.
- Venue
- International Journal of Electrical Engineering & Education
- Publisher
- SAGE Publications
- Published
- 2006-10
- Volume
- 43
- Issue
- 4
- Pages
- 277-287
- ISSN
- 0020-7209 (ISSN-L)
- 2050-4578
- OpenAlex
- W2326616160
- Cited by
- 20
- References
- 0
- Citations by year
- 2024: 2 · 2023: 1 · 2022: 1 · 2021: 2 · 2019: 1 · 2018: 4 · 2016: 1 · 2014: 1 · 2013: 1
- FWCI
- 17.07
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- Locations
- International Journal of Electrical Engineering Education (publishedVersion)
- University of Limerick Institutional Repository (University of Limerick) (acceptedVersion, cc-by-nc-sa)
- University of Limerick Institutional Repository (University of Limerick) (acceptedVersion, other-oa)
- Arrow@dit (Dublin Institute of Technology) (submittedVersion, cc-by-nc-sa)
- University of Limerick Institutional Repository (University of Limerick)
- Topics
- Physical Sciences › Engineering › Architecture › Engineering Education and Pedagogy
- Physical Sciences › Mathematics › Modeling and Simulation › Mathematics Education and Programs
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- tutoring, SI model, academic enrichment, electronics education, student performance, student feedback, program evaluation, higher education
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