The 4C’s of PAL – an evidence-based model for implementing peer assisted learning for mature students

Peer Assisted Leaning (PAL) programmes have been shown to enhance learner confidence and have an overall positive effect on learner comprehension, particularly in subjects traditionally perceived as difficult. This research describes the findings of a three-cycle Action Research study into the perceived benefits of implementing such a programme for mature students enrolled on a computer science programming module on an Access Foundation Programme in an Irish University. The findings from this study suggest that peer learning programmes offer students a valued support structure that aids transition and acculturation into tertiary education whilst simultaneously improving their subject-matter comprehension and confidence. An evidence-based model of PAL implementation for mature students was subsequently developed, underpinned by the associated pedagogic theory and the findings of the study. Our model promotes a student-focused peer educational enhancement framework that is transferable into the wider higher education setting

Evaluating a Peer Assisted Learning Programme for Mature Access Foundation Students Undertaking Computer Programming at an Irish University

Access Foundation Programmes are a widening-participation initiative designed to encourage engagement in higher education among under-represented groups. This includes socioeconomic and educational disadvantage. Mature students in particular enrolled on these programmes experience greater difficulties making the transition to tertiary education, especially when they opt to study disciplines traditionally considered difficult. Computer programming is perceived as a traditionally difficult subject with lower pass rates and progression rates typically than other subjects. This paper describes the first of a three-cycle action research study examining the perceived effects of a structured Peer Assisted Learning (PAL) Programme for mature students enrolled on a computer science programming module on an Access Foundation Program in an Irish University. The focus of this qualitative study was to evaluate the perceived effect a PAL program on learning and whether it offered a positive learning support structure. Findings from our study suggest that PAL programmes have an overall positive effect on subject comprehension as well as enhanced learner confidence for mature Access Foundation students. PAL sessions also offered students a support structure that helped with their transition and acculturation to tertiary education. This study also highlights the importance the role the PAL Leader has on the perceived effectiveness of the PAL sessions and the impact the student\u27s shared history has on the near-peer bond. The study concludes that the implementation of PAL programmes for Access Foundation Programmes has the potential to offer mature students a supportive learning environment and to improve their learning experience

Evaluating a Peer Assisted Learning Programme for Mature Access Foundation Students Undertaking Computer Programming at an Irish University

Access Foundation Programmes are a widening-participation initiative designed to encourage engagement in higher education among underrepresented groups, including those with socioeconomic and educational disadvantage. In particular, mature students enrolled in these programmes experience greater difficulties making the transition to tertiary education, especially when they opt to study disciplines traditionally considered difficult. Computer programming is perceived as a traditionally difficult subject with typically lower pass rates and progression rates than other subjects. This paper describes the first of a three-cycle action research study examining the perceived effects of a structured Peer Assisted Learning (PAL) Programme for mature students enrolled in a computer science programming module for an Access Foundation Programme in an Irish University. The focus of this qualitative study was to evaluate the perceived effect of a PAL programme on learning and whether it offered a positive learning support structure. Findings from our study suggest that PAL programmes have an overall positive effect on subject comprehension as well as enhanced learner confidence for mature Access Foundation students. Furthermore, PAL sessions offered students a support structure that helped with their transition and acculturation to tertiary education. This study also highlights the importance the PAL leader’s role has on the perceived effectiveness of the PAL sessions as well as the impact of the students’ shared history on the near-peer bond. The study concludes that the implementation of PAL programmes for Access Foundation Programmes has the potential to offer mature students a supportive learning environment and to improve their learning experience

“DIT Get Smart!” – Tailor-Made Mobile Application for the Orientation of First Year \u27Third-Level\u27 Students in the Technological University Dublin

There is evidence to show that higher education is changing to accommodate the higher ownership rates of mobile devices among students, and that this technology plays an increasingly important part in their lives (Kobus, Rietveld & Van Ommeren, 2013). These technology-savvy students depend on its usage to feel connected to the world around them (Oblinger, Oblinger, & Lippincott, 2005). Other research has suggested that mobile technologies can provide support to students when transitioning to t\u27hird-level\u27 education by making it easy for them to engage on their own terms with the resources they need to help with the transition (Fotheringham & Alder, 2012). This case study presents and discusses the bespoke mobile app introduced at the Technological University Dublin (DIT). Part of the institute\u27s “Get Smart!” initiative in the School of Hospitality Management & Tourism, the central aim of the app was to develop an integrative orientation, transition and curriculum for first-year undergraduate students with a view to improving student engagement and progression. Among the issues outlined in the study are those of resourcing, incentivising student downloads, and the challenges faced

Handbook of Research on Mobile Devices and Applications in Higher Education Settings

Smartphone usage by students has increased rapidly over the last number of years, and it is expected that the utilisation of mobile applications in educational environments will continue to increase. This chapter focuses on a bespoke mobile application which aims to facilitate the transition of Foundation students to Higher Education in an Irish setting. Foundation students comprise of Access and International Students participating on pre-degree foundation courses. These students experience a major life change in making this transition and it is important that efforts are made to ensure a successful adjustment experience. Research suggests that mobile technologies can play a central role in this endeavour by offering support and access to particular information needs. This chapter will detail the design and development of a bespoke mobile application with such a purpose in mind and will also describe how the app was field tested with a cohort of incoming Foundation students in an Irish third level institute

Using Hybrid Development Platforms for Easy Design of Mobile APPS to Improve the Orientation Experience of First Year Higher Education Students at DIT.

Smartphone usage by students has increased rapidly over the last number of years, and there is evidence to indicate that students are using their smartphones more in higher educational environments. However, creating mobile applications tailored to the needs of any particular cohort of students can be an expensive and time-consuming endeavour for any organisation. In addition, it normally involves substantial technological expertise. At the Dublin Institute of Technology (DIT), we created two bespoke mobile applications tailored to improve the orientation experience for two different groups of students. “DIT GetSmart!” was designed and built to address the information needs of first-year students undertaking programmes in the DIT’s School of Hospitality Management & Tourism. “Prep4DIT” was a second mobile application created to enhance the orientation experience of students starting out on the DIT’s Access & International Foundation Programme. The aim of both apps was to engage and orientate first-year students to their programme before and after they arrived on campus, and to provide practical orientation information such as college and campus maps, lecturer contact details, timetables, tutorials and social media links. Both apps were released on Apple’s App Store and Google’s Play Store in 2015 and 2016 for download by all new students. To design and produce two mobile apps in a short period of time with limited resources, we utilised an online ‘hybrid app development’ platform. These environments provide a low-cost model requiring little or no programming skill to create and deploy quality mobile applications on Android and Apple smartphones and tablets in just a matter of weeks. Hybrid development platforms greatly simplify the app-building process, and put within the reach of education organisations the ability to engage with students through mobile apps without substantial financial investment or technical coding skills

Part 1- Gásta on Mobile Learning : Video Presentation

Part 1 Gásta on mobile learning - with contributions from Nevan Bermingham, Trevor Boland, Colin Freeman, Aidan Meade (all DIT) and Pip Ferguson (DCU) Delivered at Technological University Dublin, Aungier St, Dublin 2 on 26th June 2015. - See more at: http://lttc.dit.ie/lttc/elearning/elearningsummerschool/pastsummerschools/summerschool2015/elss15videopresentations/#sthash.cge2gwYH.dpu

Part 2 - Gásta on Mobile Learning : Video Presentation

Part 2 Gásta on mobile learning - with contributions from Nevan Bermingham, Trevor Boland, Colin Freeman, Aidan Meade (all DIT) and Pip Ferguson (DCU) Delivered at Technological University Dublin, Aungier St, Dublin 2 on 26th June 2015. - See more at: http://lttc.dit.ie/lttc/elearning/elearningsummerschool/pastsummerschools/summerschool2015/elss15videopresentations/#sthash.cge2gwYH.dpu

Developing Mobile Apps for Improving the Orientation Experience of First-Year "Third Level" Students

Smartphone usage by students has increased rapidly over the last number of years, and research points to an expectation for increased utilisation of mobile applications in college educational environments. First year students have particular needs when they transition to higher education (or \u27third level\u27), as they can experience a number of personal, social and cultural difficulties. Orientation is a critical stage for these students and the earlier students have access to important orientation information, the less stressful the initial stages of college are. At Dublin Institute of Technology (DIT), the authors designed a bespoke mobile application tailored to the particular orientation and information needs of first-year students undertaking programmes in DIT’s School of Hospitality Management & Tourism. The aim of the mobile app was to engage and orientate the students to their programme before they arrived on campus, and provide key information such as college floor maps and campus locations, contact details, tutorials, reference material and social media links. This mobile app – entitled “DIT GetSmart!” - was released on Apple’s App Store and Google’s Play Store in August 2015 for free download by all incoming first year students joining the school\u27s undergraduate programmes. Mobile applications of this nature would generally require substantial financial investment and technological expertise. However, the authors utilised an online Hybrid App Development Platform that provides low cost development requiring little or no programming know-how to create and deploy quality mobile applications on Android and Apple smartphones and tablets in just a matter of weeks. The field testing of the app was evaluated through app usage and analytics