To Teach Is to Learn Twice: Embedded Online Peer Mentoring Support in a First-Year Education Course

• In Event: 65.076 - Research on the Impact of Virtual Learning

Abstract

The purpose of this action research project was to study the impact of an embedded online peer mentoring support program in a first year education course. Through online surveys and interviews, students and faculty identified four key benefits: new perspectives and expansion of ideas; positive and encouraging reinforcement, supportive connection with second year students; and probing questions to think deeper. Conversely, three major challenges were uncovered: lack of email notification from the institution’s learning management system (LMS) with regards to the peer mentors online contributions; the impersonal nature of online peer mentoring, and the limited number of peer mentors.

Author

• Norman Davis Vaughan, Mount Royal University