Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/6529
Title: Peer-Facilitated Learning: Students’ Experiences
Authors: Mkonto, N 
Keywords: Peer learning;Academic support;Higher education institutions;Social support;Learning communities;Technology;First-year students;At risk subject;Retention
Issue Date: 2018
Publisher: Taylor & Francis
Source: Mkonto, N., 2018. Peer-facilitated learning: students’ experiences. Africa Education Review, 15(2), pp.16-31.
Journal: Africa education Review 
Abstract: This article explores first-year students’ motivation for attending peer-facilitated learning (PFL) sessions at a University of Technology, and how they benefit from it. Studies have shown better academic performance for students attending PFl sessions; however, little attention has been dedicated to questioning what else outside of subject knowledge is being disseminated during these sessions; what motivates students to attend these sessions; and what students benefit from attending these sessions. Research has revealed that the majority of first-year students experience challenges with the transition between high school and university. Consequently, first-year experience has become the focus of higher education institutions worldwide. this situation calls for an effective intervention programme such as PFL to assist first-year students with the challenges of transition. The findings of this study contrary to popular literature that highlights academic success as the focus of PFl, revealed that students demonstrate a strong inclination to soft skills and social interactions as the main motivation for attending PFl sessions. this calls for a re-evaluation on how PFl support should be organised especially for first-year students.
URI: https://www.tandfonline.com/doi/pdf/10.1080/18146627.2016.1224599
http://hdl.handle.net/11189/6529
Appears in Collections:Journal Articles (DHET subsidised)

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