- \n
- Lots of initial interest \u2013 demonstrating that students felt the scheme would be a worthwhile investment of their time.<\/li>\n
- Positive feedback received about having an informal space to connect away from the course.<\/li>\n
- Icebreaker task \u2013 valuable organised activity to get students engaged and help them to get to know each other.<\/li>\n<\/ul>\n
What did not work as planned?<\/strong><\/p>\n
- \n
- Students were not as tech-wise as anticipated when it came to MS Teams. Lots of students were still unfamiliar with how the platform worked and needed additional training and support. Possibility that this discouraged some students from participation at the outset.<\/li>\n
- Some students started using Teams, then chose to revert to more familiar ways of connecting, i.e., WhatsApp, with several groups requesting that they set up a separate space to communicate with each other. Possibility that this was because they wanted a private and unmonitored space away from Peer Learning Coordinator. Difficult to prevent groups from migrating elsewhere, which also made it difficult to monitor activity and\/or troubleshoot potential problems.<\/li>\n
- Some students felt that organised learning activities during semester 1 were too onerous in addition to formal study, even though they were voluntary. Possibility that this resulted partly from additional pressures of online learning environment for students during lockdown.<\/li>\n
- Conversely, some students requested additional formal study sessions, but there was an frequently coupled with an expectation that these sessions would involve delivery of additional learning on top of course content, rather than be centred on peer study.<\/li>\n
- Mismatch in expectations \u2013 some students saw the scheme as an extension of formal course learning, rather than a peer learning activity. In a few instances, students used the scheme as an opportunity to seek further engagement and feedback with me as peer learning coordinator but would not communicate or get involved with other students.<\/li>\n
- As students have moved away from the main study buddy scheme over the course of the year and either worked more independently or worked in groups outside of the scheme, it has become difficult to monitor engagement and evaluate impact<\/li>\n<\/ul>\n
[\/et_pb_text][et_pb_accordion _builder_version=”3.17.6″][et_pb_accordion_item title=”Evaluation \/ Student Feedback” open=”off” _builder_version=”3.17.6″ title_text_shadow_horizontal_length=”0em” title_text_shadow_vertical_length=”0em” title_text_shadow_blur_strength=”0em” body_text_shadow_horizontal_length=”0em” body_text_shadow_vertical_length=”0em” body_text_shadow_blur_strength=”0em” link_option_url_new_window=”off” use_background_color_gradient=”off” background_color_gradient_start=”#2b87da” background_color_gradient_end=”#29c4a9″ background_color_gradient_type=”linear” background_color_gradient_direction=”180deg” background_color_gradient_direction_radial=”center” background_color_gradient_start_position=”0%” background_color_gradient_end_position=”100%” background_color_gradient_overlays_image=”off” parallax=”off” parallax_method=”on” background_size=”cover” background_position=”center” background_repeat=”no-repeat” background_blend=”normal” allow_player_pause=”off” background_video_pause_outside_viewport=”on” text_shadow_style=”none” box_shadow_style=”none” hover_transition_duration=”300ms” hover_transition_delay=”0ms” hover_transition_speed_curve=”ease” text_shadow_horizontal_length=”0em” text_shadow_vertical_length=”0em” text_shadow_blur_strength=”0em”]<\/p>\n
What was done to evaluate effects, impact?<\/h5>\n
- \n
- Study Buddy Scheme 2019\/20 \u2013 end of course student evaluation questionnaire (MS Forms):\n
- \n
- 80% were in contact with their buddy on 5+ occasions during 2\/3 weeks of scheme;<\/li>\n
- 80% found the scheme extremely or very useful;<\/li>\n
- 60% believed that it had a positive impact on their final exam mark;<\/li>\n
- 80% said they intended to keep in touch with their buddy.<\/li>\n
- Suggestions for improvement: prefer to be matched with multiple buddies, rather than in pairs; better to have routine activities to focus on; and starting the scheme much earlier would be really beneficial.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
- \n
- Study Buddy Scheme 2020\/21\n
- \n
- Semester 1 evaluation: signed up to take part in Student Partners programme – http:\/\/www.yoursay.manchester.ac.uk\/have-your-say\/partnership-consultations-and-collaborations\/project-consultants-and-student-partners\/<\/a> – see attached for feedback.<\/li>\n<\/ul>\n<\/li>\n
- End of semester\/year evaluation questionnaire to be issued<\/li>\n<\/ul>\n
Student Partner quotes on the Study Buddy Scheme overall<\/h5>\n
\n
\u2018This platform is evidently integral to the students on the Criminal Law pathway, as they are able to \u2018meet\u2019 people off their course, and have access to resources which some may say, are difficult to access via other platforms like Blackboard\u2019<\/p>\n<\/blockquote>\n
\n
\u2018I think using Teams is a great way for collaborative learning between students. Peer marking and group work is helpful, especially when you are stuck with anything, so having a space with other students in your same year and course is great\u2019<\/p>\n<\/blockquote>\n
\n
\u2018I appreciate the student notebooks being private and allowing staff to give their input\u2019<\/p>\n<\/blockquote>\n
\n
\u2018There may be some teething issues, however once students begin to get comfortable with the platform and the idea, there are clear benefits to students having another resource to refer to, as well as increasing the possibility and chance of being able to contact a member of staff with any questions etc<\/p>\n<\/blockquote>\n
[\/et_pb_accordion_item][et_pb_accordion_item title=”Benefits” open=”on” _builder_version=”3.17.6″ title_text_shadow_horizontal_length=”0em” title_text_shadow_vertical_length=”0em” title_text_shadow_blur_strength=”0em” body_text_shadow_horizontal_length=”0em” body_text_shadow_vertical_length=”0em” body_text_shadow_blur_strength=”0em” link_option_url_new_window=”off” use_background_color_gradient=”off” background_color_gradient_start=”#2b87da” background_color_gradient_end=”#29c4a9″ background_color_gradient_type=”linear” background_color_gradient_direction=”180deg” background_color_gradient_direction_radial=”center” background_color_gradient_start_position=”0%” background_color_gradient_end_position=”100%” background_color_gradient_overlays_image=”off” parallax=”off” parallax_method=”on” background_size=”cover” background_position=”center” background_repeat=”no-repeat” background_blend=”normal” allow_player_pause=”off” background_video_pause_outside_viewport=”on” text_shadow_style=”none” box_shadow_style=”none” hover_transition_duration=”300ms” hover_transition_delay=”0ms” hover_transition_speed_curve=”ease” text_shadow_horizontal_length=”0em” text_shadow_vertical_length=”0em” text_shadow_blur_strength=”0em”]<\/p>\n
- \n
- Manage large groups effectively<\/li>\n
- Supports peer review and revision\/understanding of content<\/li>\n
- Facilitates\/supports peer learning<\/li>\n
- Develops independent study skills<\/li>\n
- Encourages continuous learning and progression<\/li>\n
- Encourages motivation and self-responsibility<\/li>\n<\/ul>\n
[\/et_pb_accordion_item][et_pb_accordion_item title=”Top Tips” open=”on” _builder_version=”3.17.6″ title_text_shadow_horizontal_length=”0em” title_text_shadow_vertical_length=”0em” title_text_shadow_blur_strength=”0em” body_text_shadow_horizontal_length=”0em” body_text_shadow_vertical_length=”0em” body_text_shadow_blur_strength=”0em” link_option_url_new_window=”off” use_background_color_gradient=”off” background_color_gradient_start=”#2b87da” background_color_gradient_end=”#29c4a9″ background_color_gradient_type=”linear” background_color_gradient_direction=”180deg” background_color_gradient_direction_radial=”center” background_color_gradient_start_position=”0%” background_color_gradient_end_position=”100%” background_color_gradient_overlays_image=”off” parallax=”off” parallax_method=”on” background_size=”cover” background_position=”center” background_repeat=”no-repeat” background_blend=”normal” allow_player_pause=”off” background_video_pause_outside_viewport=”on” text_shadow_style=”none” box_shadow_style=”none” hover_transition_duration=”300ms” hover_transition_delay=”0ms” hover_transition_speed_curve=”ease” text_shadow_horizontal_length=”0em” text_shadow_vertical_length=”0em” text_shadow_blur_strength=”0em”]<\/p>\n
Most important lesson learned: the need to anticipate, manage and communicate better with regard to student expectations.<\/p>\n
If you were to do it again, what would you recommend?<\/em><\/p>\n
- \n
- Peer collaboration still seems to be a big hurdle to overcome for some students \u2013 probably heightened by online learning experience during lockdown. To overcome this, I would aim to do more practical work to emphasise benefits of peer learning from the outset of the scheme and encourage students (especially Level 1) to engage with others as part of the learning process.<\/li>\n
- Allow students more opportunities to come together and \u2018find\u2019 a study buddy themselves, rather than allocating groups from the start. This could result in more direct engagement from those students who are properly committed to peer learning and also help to prevent the problem of groups becoming inactive due to lack of engagement from some members.<\/li>\n
- Fewer specific learning activities, but more opportunities for peer engagement from outset, e.g., study buddy speed-dating; shut up and study sessions.<\/li>\n<\/ul>\n
Do you have any tips or advice for colleagues who may want to do what you did?<\/em><\/p>\n
- \n
- Most important tip: set out as you mean to go on in terms of how you envisage your scheme should run \u2013 but be flexible in responding to the dynamics of your study buddy cohort and the individual needs of your students! It is a voluntary scheme rather than a part of the formal learning process after all, so it can be a tricky balance in terms of managing enthusiasm, expectations and engagement. I have found that the best way to do that is to work with the students in finding out what it is that they are expecting to get from the scheme and then continue to work with them to achieve that wherever possible.<\/li>\n<\/ul>\n
[\/et_pb_accordion_item][et_pb_accordion_item title=”References” open=”on” _builder_version=”3.17.6″ title_text_shadow_horizontal_length=”0em” title_text_shadow_vertical_length=”0em” title_text_shadow_blur_strength=”0em” body_text_shadow_horizontal_length=”0em” body_text_shadow_vertical_length=”0em” body_text_shadow_blur_strength=”0em” link_option_url_new_window=”off” use_background_color_gradient=”off” background_color_gradient_start=”#2b87da” background_color_gradient_end=”#29c4a9″ background_color_gradient_type=”linear” background_color_gradient_direction=”180deg” background_color_gradient_direction_radial=”center” background_color_gradient_start_position=”0%” background_color_gradient_end_position=”100%” background_color_gradient_overlays_image=”off” parallax=”off” parallax_method=”on” background_size=”cover” background_position=”center” background_repeat=”no-repeat” background_blend=”normal” allow_player_pause=”off” background_video_pause_outside_viewport=”on” text_shadow_style=”none” box_shadow_style=”none” hover_transition_duration=”300ms” hover_transition_delay=”0ms” hover_transition_speed_curve=”ease” text_shadow_horizontal_length=”0em” text_shadow_vertical_length=”0em” text_shadow_blur_strength=”0em”]<\/p>\n
Gamlath, S., \u2018Peer learning and the undergraduate journey: a framework for student success\u2019 (2021) Higher Education Research & Development<\/em> 1-15<\/p>\n
Rasheed, R. A., Kamsin, A. and Abdullah, N.A., \u2018An Approach for Scaffolding Students Peer-Learning Self-Regulation Strategy in the Online Component of Blended Learning\u2019 (2021) IEEE Access<\/em> 9, 30721-30738<\/p>\n
Thalluri, J., O’Flaherty, J.A., and Shepherd, P.L., \u2018Classmate peer-coaching: A Study Buddy Support scheme\u2019 Journal of Peer Learning<\/em> 7(1) 92-10<\/p>\n
[\/et_pb_accordion_item][\/et_pb_accordion][et_pb_comments _builder_version=”3.17.6″ show_avatar=”on” show_reply=”on” show_count=”on” background_layout=”light” header_font_size_tablet=”51″ header_line_height_tablet=”2″ custom_button=”on” button_icon_placement=”right” button_text_color=”#ffffff” button_use_icon=”off” parent_locked=”off” button_text_size__hover_enabled=”off” button_text_size__hover=”null” button_one_text_size__hover_enabled=”off” button_one_text_size__hover=”null” button_two_text_size__hover_enabled=”off” button_two_text_size__hover=”null” button_text_color__hover_enabled=”off” button_text_color__hover=”null” button_one_text_color__hover_enabled=”off” button_one_text_color__hover=”null” button_two_text_color__hover_enabled=”off” button_two_text_color__hover=”null” button_border_width__hover_enabled=”off” button_border_width__hover=”null” button_one_border_width__hover_enabled=”off” button_one_border_width__hover=”null” button_two_border_width__hover_enabled=”off” button_two_border_width__hover=”null” button_border_color__hover_enabled=”off” button_border_color__hover=”null” button_one_border_color__hover_enabled=”off” button_one_border_color__hover=”null” button_two_border_color__hover_enabled=”off” button_two_border_color__hover=”null” button_border_radius__hover_enabled=”off” button_border_radius__hover=”null” button_one_border_radius__hover_enabled=”off” button_one_border_radius__hover=”null” button_two_border_radius__hover_enabled=”off” button_two_border_radius__hover=”null” button_letter_spacing__hover_enabled=”off” button_letter_spacing__hover=”null” button_one_letter_spacing__hover_enabled=”off” button_one_letter_spacing__hover=”null” button_two_letter_spacing__hover_enabled=”off” button_two_letter_spacing__hover=”null” button_bg_color__hover_enabled=”off” button_bg_color__hover=”null” button_one_bg_color__hover_enabled=”off” button_one_bg_color__hover=”null” button_two_bg_color__hover_enabled=”off” button_two_bg_color__hover=”null” \/][et_pb_text admin_label=”Related posts” _builder_version=”3.17.6″ background_layout=”light” parent_locked=”off”]<\/p>\n
Related<\/h1>\n
Related posts:<\/h3>
<\/div><\/div><\/div>Body Art, Apps and Parties: Creative Knowledge Translation<\/h2><\/div><\/div><\/a>
<\/div>Using Matterport to create a virtual student induction<\/h2><\/div><\/div><\/a>
<\/div>Online Journals as a Tool for Learning<\/h2><\/div><\/div><\/a><\/div>
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School:<\/strong> Social Sciences<\/p>\n
Discipline:<\/strong> Criminal Law<\/p>\n
Academic:<\/strong> Caroline Henaghan<\/p>\n
Course:<\/strong> LAWS10030, LAWS20300<\/p>\n
Cohort Size:<\/strong> 400<\/p>\n
Themes:<\/strong> Student support, Student community<\/p>\n
[\/et_pb_text][et_pb_text admin_label=”Visit the Teams Hub” _builder_version=”3.17.6″ saved_tabs=”all”]<\/p>\n
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<\/a>Visit the MS Teams Hub<\/p><\/div>\n
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Ref: 035<\/pre>\n
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Contact Us<\/h4>\n
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+44 (0) 161 306 6000<\/p>\n
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Find Us<\/h4>\n
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The University of Manchester
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Caroline Henaghan (SoSS) discusses how the \u2018Study Buddy\u2019 Scheme was introduced in Law to provide an opportunity for students to share knowledge and learn independently and from each other online and, more broadly, to contribute to student wellbeing while fostering a sense of community.<\/p>\n","protected":false},"author":4452,"featured_media":5694,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","_exactmetrics_skip_tracking":false,"footnotes":""},"categories":[104,9],"tags":[85,78],"class_list":["post-3682","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-good-practice","category-learning-socially","tag-ms-teams","tag-soss"],"_links":{"self":[{"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/posts\/3682","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/users\/4452"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/comments?post=3682"}],"version-history":[{"count":27,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/posts\/3682\/revisions"}],"predecessor-version":[{"id":6150,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/posts\/3682\/revisions\/6150"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/media\/5694"}],"wp:attachment":[{"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/media?parent=3682"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/categories?post=3682"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.manchester.ac.uk\/humteachlearn\/wp-json\/wp\/v2\/tags?post=3682"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
-
- Most important tip: set out as you mean to go on in terms of how you envisage your scheme should run \u2013 but be flexible in responding to the dynamics of your study buddy cohort and the individual needs of your students! It is a voluntary scheme rather than a part of the formal learning process after all, so it can be a tricky balance in terms of managing enthusiasm, expectations and engagement. I have found that the best way to do that is to work with the students in finding out what it is that they are expecting to get from the scheme and then continue to work with them to achieve that wherever possible.<\/li>\n<\/ul>\n
- End of semester\/year evaluation questionnaire to be issued<\/li>\n<\/ul>\n
- Semester 1 evaluation: signed up to take part in Student Partners programme – http:\/\/www.yoursay.manchester.ac.uk\/have-your-say\/partnership-consultations-and-collaborations\/project-consultants-and-student-partners\/<\/a> – see attached for feedback.<\/li>\n<\/ul>\n<\/li>\n
- Study Buddy Scheme 2020\/21\n
- Study Buddy Scheme 2019\/20 \u2013 end of course student evaluation questionnaire (MS Forms):\n