Navigating learning success- a collaborative inquiry model for effective peer learning facilitation

Abstract

Peer Programs at QUT are integral to the services and support available to students to assist them to succeed in their studies. Through organised, community focused peer programs, volunteer peer leaders foster student success by adopting a social, constructivist approach to share tips, strategies and experiences that assist their peers to make connections, develop skills and grow in confidence as learners. Critical to this, is the preparedness of peer leaders to enact skillful, safe, and mindful peer leadership (Bunting, 2014). QUT has developed a comprehensive training program (Menzies & Tredinnick, 2017; Van Ryt, 2015) for all peer leader roles. However, the role of peer learning facilitator (PLF) has garnered particular attention in peer leader training design, due to the higher risks associated with the role’s academic focus. The QUT Collaborative Learning Structure (CLS) has been designed to assist effective and safe peer learning facilitation that buildshope, confidence, and learner empowerment