Using Peer Assisted Learning to improve academic engagement and progression of first year online law students

Authors

  • Lynda Crowley-Cyr University of Southern Queensland, Australia
  • James Hevers University of Southern Queensland, Australia

DOI:

https://doi.org/10.53761/1.18.1.2

Keywords:

Online peer-assisted learning, first year law students, student engagement, student wellbeing, student progression

Abstract

The University of Southern Queensland’s online study environment continues to grow with over 16,000 students studying online. Pre-Covid-19, online enrolments typically represent around 67% of all students studying at USQ. This article usefully analyses quantitative data in order to evaluate the effectiveness of the pilot of an online peer-assisted learning program for first-year Law students. The article asks whether a customised online Meet-Up program can objectively enhance student engagement and academic performance in a first-year law course. Results from the pilot were positive and are a productive contribution to the literature on online peer-assisted learning.

Downloads

Download data is not yet available.

Downloads

Published

2021-01-01

Issue

Vol. 18 No. 1 (2021)

Section

Articles

License

Copyright (c) 2021 Lynda Crowley-Cyr, James Hevers

Creative Commons License

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

How to Cite

Crowley-Cyr, L., & Hevers, J. (2021). Using Peer Assisted Learning to improve academic engagement and progression of first year online law students. Journal of University Teaching and Learning Practice, 18(1). https://doi.org/10.53761/1.18.1.2