|Published online: May 21, 2014||$US5.00|
Peer led learning reduces the number of barriers between education institutions, teacher led instruction, and learners. Peer led approaches to learning, whether in formal educational settings or as part of informal community services, can positively affect attitudes and behaviour. The research gap is identifying the elements of peer learning that can enhance education pathway development for individuals and groups who have turned away from formal education. Most activities, programs, and research around peer learning are directed at the ‘formal’ peer assisted learning within educational institutions or peer mentoring within clinical and professional settings. There is a need to locate, record, and debate all of the peer learning activities that occur within education providers, community programs, ‘underground education’, recreational clubs, and arts and performance spaces. This article will present the reflections of the author’s own peer education experiences, as well as the preliminary findings of a systematic review about peer learning, and outline the need for future mixed methods research about student informal peer activities.
|Keywords:||Peer Learning, Adult Education, Informal Learning|
The International Journal of Adult, Community and Professional Learning, Volume 20, Issue 2, May 2014, pp.45-58. Article: Print (Spiral Bound). Published online: May 21, 2014 (Article: Electronic (PDF File; 686.926KB)).
Senior Lecturer, Social Work Department, School of Social Sciences & Psychology, Victoria University, Melbourne, Victoria, Australia