Academic performance and perception of learning following a peer coaching teaching and assessment strategy

Abstract

Peer coaching has been associated with positive effects on learning. Specifically, these associations have been explored in complex healthcare professions. A social theory of learning has been proposed as a key component of the utility of peer coaching. Further, within the peer coaching model, assessment has been considered as an important driver. Empirical support for these dimensions of the model is lacking. To quantify assessment achievements and explore emergent attitudes and beliefs about learning related to a specific peer coaching model with integrated assessment. A longitudinal study based in a UK Higher Education Institute recorded assessment achievements and surveyed attitudes and beliefs in consecutive Year 1 undergraduate (physiotherapy) students (n = 560) between 2002 and 2012. A 6% improvement in academic achievement was demonstrated following the introduction of a peer coaching learning model. This was increased by a further 5% following the implementation of an integrated assessment. The improvement related to an overall averaged increase of one marking band. Students valued the strategy, and themes relating to the importance of social learning emerged from survey data. Peer coaching is an evidence-based teaching and learning strategy which can facilitate learning in complex subject areas. The strategy is underpinned by social learning theory which is supported by emergent student-reported attitudes.

Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

“…Moreover, these tools help students to develop generic skills such as communication, lifelong learning and autonomy and a sense of community and thus forge a culture collaborative learning. The effectiveness of using self‐ and peer assessment to improve learning outcomes by offering opportunities to practise, assess and provide feedback on students’ attribute development has been demonstrated in many studies (Duers, ; Fete, Haight, Clapp, & McCollum, ; Ihm, Choi, & Roh, ; Khan, Payne, & Chahine, ; Luxton‐Reilly, ; Moore, Westwater‐Wood, & Kerry, ; Willeya & Gardnera, ). However, some authors (Monroe, ; Roberts, Jorm, Gentilcore, & Crossley, ) have highlighted issues relating to self‐ and peer assessment in terms of the accuracy of the evaluation.…”

“…;Khan, Payne, & Chahine, 2017;Luxton-Reilly, 2009;Moore, Westwater-Wood, & Kerry, 2016;Willeya & Gardnera, 2010). However, some authors(Monroe, 2016;Roberts, Jorm, Gentilcore, & Crossley, 2017) have highlighted issues relating to self-and peer assessment in terms of the accuracy of the evaluation.…”

Feedback in Masters Courses and the Development of International Students’ Academic Literacy

“…During the interviews, nearly all students said that peers had been essential in negotiating discourse, understanding expectations, and improving their work. Findings highlighting the key role of peers in developing the necessary competencies, knowledge and attitudes to engage in a variety of discursive episodes seem consistent with the literature that stresses the importance of dialogue and interactions with peers in learning contexts (Androushchak et al, 2013;Bruner, 1978;Carrell et al, 2009;De Paola & Scoppa, 2010;Epple & Romano, 2010;Moore et al, 2016;Orsmond et al, 2101;Seloni, 2012;Swain, 2001;Vygostky, 1978;Wood et al, 1976;Zappa-Hollman, 2007).…”

“…In a recent literature review, Epple & Romano (2010) concluded that the evidence in different studies left little doubt as to the effect of peers both within and outside the classroom. Furthermore, there is increasing evidence of positive peer effects in student achievement in higher education (Androushchak et al, 2013;Carrell et al, 2009;De Paola & Scoppa, 2010;Moore et al, 2016).…”

What value does peer-assisted learning have in the training of student paramedics?

“…Peer-assisted learning is recognised as a process of gaining knowledge from another student who is further into their training (De Silva et al 2017;McLelland et al 2013).This approach has been utilised in other fields of clinical education and healthcare, including nurse training (Brannagan et al 2013) but there is limited literature identified within the paramedic profession. Moore et al (2015), recognises the positive impact peer to peer learning has on undergraduate students and how it can drive deeper learning. This is further supported by Ytreberg & Aars (2015), who suggests that physiotherapy students who have participated in peer-assisted learning, benefited from the social aspects of this activity and also, supports the student clinician to develop in an emotionally supportive learning environment.…”