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Fostering social mobility and employability: the case for peer learning

Fostering social mobility and employability: the case for peer learning
Fostering social mobility and employability: the case for peer learning
Higher education institutions continue to face challenges in fostering social mobility and preparing their students for the world of work. The COVID-19 pandemic exacerbated these challenges via disruption to education and reduced opportunities for work-integrated learning. Framing this as our point of departure, we propose that peer learning can play an integral part in reducing the attainment gap by promoting learner autonomy. Our essay uses the example of Supplemental Instruction to highlight the benefits and challenges of peer learning. We end with a call for empirical research and knowledge sharing to advance peer learning in an impactful way.
1356-2517
672- 678
Donald, William E.
0b3cb4ca-8ed9-4a5f-9c10-359923469eec
Ford, Neil
6a41e07d-32cd-408f-baa8-d00256c75ce8
Donald, William E.
0b3cb4ca-8ed9-4a5f-9c10-359923469eec
Ford, Neil
6a41e07d-32cd-408f-baa8-d00256c75ce8

Donald, William E. and Ford, Neil (2022) Fostering social mobility and employability: the case for peer learning. Teaching in Higher Education, 28 (3), 672- 678. (doi:10.1080/13562517.2022.2145467).

Record type: Article

Abstract

Higher education institutions continue to face challenges in fostering social mobility and preparing their students for the world of work. The COVID-19 pandemic exacerbated these challenges via disruption to education and reduced opportunities for work-integrated learning. Framing this as our point of departure, we propose that peer learning can play an integral part in reducing the attainment gap by promoting learner autonomy. Our essay uses the example of Supplemental Instruction to highlight the benefits and challenges of peer learning. We end with a call for empirical research and knowledge sharing to advance peer learning in an impactful way.

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Accepted/In Press date: 14 October 2022
e-pub ahead of print date: 30 November 2022
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Identifiers

Local EPrints ID: 476193
URI: http://eprints.soton.ac.uk/id/eprint/476193
DOI: doi:10.1080/13562517.2022.2145467
ISSN: 1356-2517
PURE UUID: 16937f62-4691-4850-9904-22eedd8923ad
ORCID for William E. Donald: ORCID iD orcid.org/0000-0002-3670-5374
ORCID for Neil Ford: ORCID iD orcid.org/0000-0003-2735-4960

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Date deposited: 13 Apr 2023 17:03
Last modified: 17 Mar 2024 04:23

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Contributors

Author: William E. Donald ORCID iD
Author: Neil Ford ORCID iD

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