Peer-assisted learning: Perspectives of a former student tutor
Peer-Assisted Learning (‘PAL’) facilitates the reciprocal development of knowledge and skill between students of similar social groupings by disrupting the traditional student-teacher relationship. As an educational strategy, PAL strikes at the core of student collaboration, engagement and satisf...
| Main Author: | |
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| Format: | Journal Article |
| Language: | English |
| Published: |
Australasian Tax Teachers Association
2018
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| Online Access: | http://hdl.handle.net/20.500.11937/75620 |
| _version_ | 1848763515600371712 |
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| author | Castelyn, Donovan |
| author_facet | Castelyn, Donovan |
| author_sort | Castelyn, Donovan |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Peer-Assisted Learning (‘PAL’) facilitates the reciprocal development of knowledge and skill
between students of similar social groupings by disrupting the traditional student-teacher
relationship. As an educational strategy, PAL strikes at the core of student collaboration,
engagement and satisfaction. Given the ever-expanding digital landscape and advance
towards online course delivery, PAL’s student-centered approach bridges gaps in course
content delivery where conventional teaching practices would prove ineffective. PAL
programs are equal parts flexible and adaptable to change, thus providing an attractive
accompaniment to orthodox teaching methods. This paper will recollect on the author's
experience as a PAL participant and facilitator. The paper will draw on key perspectives
gained through these experiences and compare them with the prevailing literature on this
topic. This paper will advocate for the use of the student tutor as additional resources to meet
the needs of evolving student cohorts and to operate alongside traditional teaching practices.
Conclusively, this paper will recommend to educators, particularly those teaching into the
discipline of taxation in higher education, an implementation strategy to adopt and utilise PAL
more effectively in the classroom and beyond. |
| first_indexed | 2025-11-14T11:04:41Z |
| format | Journal Article |
| id | curtin-20.500.11937-75620 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T11:04:41Z |
| publishDate | 2018 |
| publisher | Australasian Tax Teachers Association |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-756202019-06-24T05:31:46Z Peer-assisted learning: Perspectives of a former student tutor Castelyn, Donovan Peer-Assisted Learning (‘PAL’) facilitates the reciprocal development of knowledge and skill between students of similar social groupings by disrupting the traditional student-teacher relationship. As an educational strategy, PAL strikes at the core of student collaboration, engagement and satisfaction. Given the ever-expanding digital landscape and advance towards online course delivery, PAL’s student-centered approach bridges gaps in course content delivery where conventional teaching practices would prove ineffective. PAL programs are equal parts flexible and adaptable to change, thus providing an attractive accompaniment to orthodox teaching methods. This paper will recollect on the author's experience as a PAL participant and facilitator. The paper will draw on key perspectives gained through these experiences and compare them with the prevailing literature on this topic. This paper will advocate for the use of the student tutor as additional resources to meet the needs of evolving student cohorts and to operate alongside traditional teaching practices. Conclusively, this paper will recommend to educators, particularly those teaching into the discipline of taxation in higher education, an implementation strategy to adopt and utilise PAL more effectively in the classroom and beyond. 2018 Journal Article http://hdl.handle.net/20.500.11937/75620 English Australasian Tax Teachers Association fulltext |
| spellingShingle | Castelyn, Donovan Peer-assisted learning: Perspectives of a former student tutor |
| title | Peer-assisted learning: Perspectives of a former student tutor |
| title_full | Peer-assisted learning: Perspectives of a former student tutor |
| title_fullStr | Peer-assisted learning: Perspectives of a former student tutor |
| title_full_unstemmed | Peer-assisted learning: Perspectives of a former student tutor |
| title_short | Peer-assisted learning: Perspectives of a former student tutor |
| title_sort | peer-assisted learning: perspectives of a former student tutor |
| url | http://hdl.handle.net/20.500.11937/75620 |