Peer-Facilitated Learning: Students’ Experiences     

Nosisana Mkonto 《Africa Education Review》2018,15(2):16-31

This article explores first-year students’ motivation for attending peer-facilitated learning (PFL) sessions at a University of Technology, and how they benefit from it. Studies have shown better academic performance for students attending PFL sessions; however, little attention has been dedicated to questioning what else outside of subject knowledge is being disseminated during these sessions; what motivates students to attend these sessions; and what students benefit from attending these sessions. Research has revealed that the majority of first-year students experience challenges with the transition between high school and university. Consequently, first-year experience has become the focus of higher education institutions worldwide. This situation calls for an effective intervention programme such as PFL to assist first-year students with the challenges of transition. The findings of this study contrary to popular literature that highlights academic success as the focus of PFL, revealed that students demonstrate a strong inclination to soft skills and social interactions as the main motivation for attending PFL sessions. This calls for a re-evaluation on how PFL support should be organised especially for first-year students.  相似文献