Abstract
Peer learning is defined as a reciprocal learning relationship among peers for their mutual benefit. This form of learning is now commonly used at undergraduate level within Higher Education internationally. However, less is known about how peer learning pedagogies can support the education and development of doctoral researchers. Initial evidence suggests that peers can help build a ‘researcher’ identity through social interactions where perspectives and experiences are shared. This study adds to these initial findings by exploring the benefits of an online peer learning scheme for postgraduate research students in a Scottish university. Results from this study suggest that peer learning pedagogies can help to develop a sense of community, enable honest conversations, boost motivation and provide a forum where postgraduate research students can learn from the experiences of others. These benefits emphasise the need to reconceptualise postgraduate research as a less solitary and isolating process by recognising the potential of peer-support and peer-learning pedagogies.
Original language | English |
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Pages (from-to) | 390-400 |
Number of pages | 11 |
Journal | Innovations in Education and Teaching International |
Volume | 60 |
Issue number | 3 |
Early online date | 3 Nov 2022 |
DOIs | |
Publication status | Published - 4 May 2023 |
Keywords
- peer-led learning
- communities of practice
- doctoral education
- postgraduate research