Learning with Each Other: Peer Learning as an Academic Culture among Graduate Students in Education

Gamal M. M. Mustafa^{1, 2,}

¹Department of Foundations of Education, Al-Azhar University, Cairo, Egypt

²Al Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, KSA

Cite this paper:
Gamal M. M. Mustafa. Learning with Each Other: Peer Learning as an Academic Culture among Graduate Students in Education. American Journal of Educational Research. 2017; 5(9):944-951. doi: 10.12691/education-5-9-3

Abstract

The major objective of the present study is to examine the extent to which peer learning is common among graduate students in educational programs in Saudi universities. Moreover, it also investigates the obstacles which may hinder spreading the culture of peer learning, and the proposals to overcome such obstacles from the graduate students’ perspectives. Data were collected through an electronic questionnaire conducted to a sample of 375 of graduate students in educational programs in Saudi universities. The major findings of the study revealed majority of respondents (69%) agree and strongly agree to the items of the questionnaire, while (12.4%) disagree and strongly disagree, and (21%) were neutral. The most agreed upon items in part (1) are: “I do feel embarrassed to ask my peers for new knowledge and information” and “I feel happy with the comments of my peers on my research and work papers. The most agreed upon items in part (2) are: “Lack of non-classroom activities that support the culture of peer learning” and “Lack of equipped classrooms of graduate students that support peer learning”. The most agreed upon items in part (3) are: “Urging professors to support and supervise academic discussions among students” and “Encouraging students to attend the seminars when their peers present their research proposals”.

Keywords:
academic culture peer learning interactive learning graduate students Saudi universities

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Keppell, M., Ada Ma, E. & Chan, C. (2006). Peer learning and learning-oriented assessment in technology-enhanced environments. Assessment & Evaluation in Higher Education, 31(4), 453-464.
[2]	Keenan, C. (2014). Mapping student-led peer learning in the UK. York: The Higher Education Academy.
[3]	Sneddon, P. (2015). The attitudes and experiences of student-tutors to peer tutoring in higher education physics. Journal of Learning Development in Higher Education, Special Edition: Academic Peer Learning, November 2015, 1-16.
[4]	Evans, H. (2015). International postgraduate students and peer learning. Journal of pedagogic development, 5(3), 32-43.
[5]	Topping, K. J. (2005). Trends in peer learning. Educational psychology, 25(6), 631-645.
[6]	Gaillet, L. L. (1994). A historical perspective on collaborative learning. Journal of Advanced Composition, 93-110. http://www.tc.umn.edu/~arend011/SIresearchreview01.pdf
[7]	Lupu, M. (2009). Peer Learning: Exploring the Concept from a CHAT Perspective. Petroleum-Gas University of Ploiesti Bulletin, Educational Sciences Series, 61(2), 90-98.
[8]	Leijten, F., & Chan, S. (2012). The effectiveness of peer learning in a vocational education setting. Ako Aotearoa Southern Hub project. Retrieved from: https://akoaotearoa.ac.nz/download/ng/file/group-7/the-effectiveness-of-peer-learning-in-a-vocational-educational-setting-summary-report.pdf
[9]	Liou-Mark, J., Dreyfuss, A., Han, S., Yuen-Lau, L. & Yu, K. (2015). Aim for success: peer-led team learning supports first-year transition to college-level mathematics. Journal of Learning Development in Higher Education, Special Edition: Academic Peer Learning, November 2015, 1-24.
[10]	Eison, J. (2010). Using active learning instructional strategies to create excitement and enhance learning. Retrieved from: https://www.cte.cornell.edu/documents/presentations/Active%20Learning%20-%20Creating%20Excitement%20in%20the%20Classroom%20-%20Handout.pdf
[11]	Skalicky, J. & Brown, N. (2009). Peer Learning Framework: A Community of Practice Model, Report to the UTAS Student Transition and Retention Taskforce. Hobart, Australia: Centre for the Advancement of Learning and Teaching, University of Tasmania.
[12]	Roberts, T. S. (2005). Computer-supported collaborative learning in higher education: An introduction. Computer-supported collaborative learning in higher education, 1-18.
[13]	Boud, D., Cohen, R., & Sampson, J. (1999). Peer learning and assessment. Assessment & evaluation in higher education, 24(4), 413-426.
[14]	Sedghi, G. & Lunt, T. (2015). The development and implementation of a Peer Assisted Learning programme at the University of Liverpool. Journal of Learning Development in Higher Education, Special Edition: Academic Peer Learning, November 2015, 1-17.
[15]	Boud, D. (2001) Introduction: making the move to peer learning, in: D. Boud, R. Cohen & J. Sampson (Eds) Peer learning in higher education. London: Kogan Page, 1-19.
[16]	Byl, E., Struyven, K., Meurs, Abelshausen, Vanwing, Engels & Lombaerts, (2016) The Value of Peer Learning for First-Year Postgraduate University Students’ Social and Academic Integration. Procedia - Social and Behavioral Sciences 228 2016, 299-304.
[17]	Cheng, D. & Walters, M. (2009). Peer-assisted learning in mathematics: An observational study of student success. Journal of Peer Learning, 2, 23-39.
[18]	Chilvers, L. (2016). Communities of practice for international students: an exploration of the role of Peer Assisted Study Sessions in supporting transition and learning in higher education. Journal of Learning Development in Higher Education, Special Edition: Academic Peer Learning, Part Two, April 2016, 2-25.
[19]	Cusick, A.; Camer, D.; Stamenkovic, A. & Zaccagnini, M. (2015). Peer Assisted Study Sessions for research trainees. Journal of Peer Learning, 8, 18-33.
[20]	Ford, N., Thackeray, C., Barnes, P. & Hendrickx, K. (2015). Peer learning leaders: developing employability through facilitating the learning of other students. Journal of Learning Development in Higher Education, Special Edition: Academic Peer Learning, Part One, November 2015, 1-23.
[21]	Giles, M., Zacharopoulou, A. & Condell, J. (2016). An overview of the benefits of peer mentoring for PASS leaders. Journal of Learning Development in Higher Education, Special Edition: Academic Peer Learning, Part Two, April 2016, 2-15.
[22]	Hope, R. & Witt, L. (n. d.). Supplemental instruction: SI leader manual. School of Instructional Support, Chaffey College. Retrieved from: http://www.chaffey.edu/titlev/si/documents/si_training_manual.pdf.
[23]	Hortsmanshof, L., & Conrad, L. (2003, July). Postgraduate peer support programme: Enhancing community. In Learning for an unknown future: proceedings of the 2003 annual international conference of the Higher Education Research and Development Society of Australasia (HERDSA), Christchurch, New Zealand. pp. 6-9.
[24]	Jin, L. & Cortazzi, M. (1997). Expectations and Questions in Intercultural classrooms. Intercultural Communication Studies, VII (2), 37-58.
[25]	Malm, J., Bryngfors, L. & Morner, L. (2011). Improving student success in difficult engineering education courses through Supplemental Instruction (SI) – what is the impact of the degree of SI attendance?. Journal of Peer Learning, 4(1), 16-23.
[26]	Roberts, D. (2008). Learning in clinical practice: the importance of peers. Nursing Standard, 23(12), 35-41.
[27]	Andreanoff, J. (2016). The impact of a peer coaching program on the academic performance of undergraduate students: a mixed methods study. Journal of Learning Development in Higher Education, Special Edition: Academic Peer Learning, Part Two, April 2016, 2-27.
[28]	Verkade, H., & Bryson-Richardson, R. J. (2013). Student acceptance and application of peer assessment in a final year genetics undergraduate oral presentation. Journal of Peer Learning, 6(1), 1-18.
[29]	Wagner, S. (2016). Peer feedback: moving from assessment of learning to assessment for learning. Journal of Learning Development in Higher Education, Special Edition: Academic Peer Learning, Part Two, April 2016, 1-15.
[30]	Anglin-Jaffe, H. (2013). Signs of Resistance: Peer Learning of Sign Languages Within ‘Oral’Schools for the Deaf. Studies in Philosophy and Education, 32(3), 261-271.
[31]	Arendale, D. (2001). Supplemental Instruction: Review of Research Concerning the Effectiveness of SI from The University of Missouri-Kansas City and Other Institutions from Across the United States, Unpublished manuscript. Department of Postsecondary Teaching and Learning, University of Minnesota, Minneapolis, MN. Retrieved from: http://www.tc.umn.edu/~arend011/SIresearchreview01.pdf
[32]	Arendale, D. (1994). Understanding the supplemental instruction (SI) model. New directions for teaching and learning, 60(4), 11-22.
[33]	Mostafa, G. (2006). Learning and cultural experiences of Arab Muslim graduate students in a Canadian university. Journal of contemporary issues in education, 1(1), 36-53.
[34]	Paloyo, A. (2015). A note on evaluating Supplemental Instruction. Journal of Peer Learning, 8, 1-4.
[35]	Scott, P., Castaneda, L., Quick, K., & Linney, J. (2009). Synchronous symmetrical support: a naturalistic study of live online peer-to-peer learning via software video conferencing. Interactive Learning Environments, 17(2), 119-134.
[36]	Watts, H., Malliris M. & Billingham, O. (2015). Online Peer Assisted Learning: Reporting on practice. Journal of Peer Learning, 8, 85-104.
[37]	Boyd, S. & Paterson, J. (2016). Postgraduate peer tutors supporting academic skills in online programmes. Journal of Learning Development in Higher Education, Special Edition: Academic Peer Learning, Part Two, April 2016, 1-13.
[38]	Beaumont, T., Mannion, A. &Shen, B. (2012). From the Campus to the Cloud: The Online Peer Assisted Learning Scheme. Journal of Peer Learning, 5, 20-31.
[39]	Alkhatnai, M. (2011). Learning Styles of EFL Saudi College-level Students in Online and Traditional Educational Environments, Ph.D. Dissertation, School of Graduate Studies and Research, Indiana University of Pennsylvania.
[40]	Valiente, C. (2008). Are students using the 'wrong' style of learning? A multicultural scrutiny for helping teachers to appreciate differences. Active Learning in Higher Education, 9(1), 73-91.
[41]	Zaccagnini, M. & Verenikina, I. (2013). Peer Assisted Study Sessions for postgraduate international students in Australia. Journal of Peer Learning, 6, 86-102.
[42]	Shen, X. & Tian, X. (2012). Academic Culture and Campus Culture of Universities. Higher Education Studies, 2(2), 61-65.
[43]	Smithee, M., Greenblatt, S. & Eland, A. (2004). U.S. Classroom Culture. Washington: NAFSA: Association of International Educators.
[44]	Pham, D. (2014). 5 Key Facts for International Students About U.S. Academic Culture. U.S. News, Nov. 18, 2014, Retrieved from: https://www.usnews.com/education/blogs/international-student-counsel/2014/11/18/5-key-facts-for-international-students-about-us-academic-culture.
[45]	Al-Hattami A. & Al-Ahdal, A. (2014). Academic and Social Adjustments of Arab Fulbright Students in American Universities: A Case Study. International Journal of Humanities and Social Science, 4, 5, 216-222.
[46]	University of Alberta (2017). Academic Culture. Retrieved from: https://www.ualberta.ca/international-student-services/culture-and-lifestyle-guide/academic-culture