A significant strand of the Peer Assisted Learning: In and beyond the classroom project focused upon online PAL (or ePAL). Activity included a review of relevant literature and the trialing of online PAL activity at the University of the West of England (UWE). This pilot engaged 4 online PAL leaders and 20 year 1 STEM students.

A research report and a bibliography capturing the findings of the pilot and literature review were produced, and can be downloaded at the bottom of this page.

About the Research

The research took a critical look at how online integrative technology can be used to facilitate developmental relationships within a Peer Assisted Learning (PAL) setting. The chosen collaborative software was Microsoft Lync (MS Lync) and was used to support online PAL at UWE. MS Lync was the preferred platform as it is supported well within the university but more importantly, fulfils the principles of confidentiality, anonymity and ‘safety to make mistakes’ which underpin the success of PAL.

Research Methodology

The data for the study was collected over a 16-week period from a range of sources to ensure high quality and in-depth information capture. The research report includes findings from:

• Two focus groups discussions consisting of student participants (excluding PAL leaders) and PAL groups (PAL leaders and students)
• Interviews with two PAL Leaders
• Post-class analysis of an online PAL session recorded in MS Lync.

Key Research Findings

The research methodology illicited a range of findings with regards online PAL, and these helped to construct the following advantages and disadvantages of online PAL:

Advantages of online PAL:

1. Often diminishes visual status and cues
2. Can break down geographical barriers
3. Can increase pool of available peer educators
4. Can break down time pressures on participants – convenient, easy to access, more scheduled sessions
5. Interactions can be automatically captured and recorded

Disadvantages of online PAL:

1. Lack of opportunity to emotional and physiological information (i.e. body language, tone of voice, facial expression)
2. Online PAL relationships are as easy to break as they are easy to make
3. Can be difficult for the PAL Leader to pick up on what is being said or shared
4. Easy to develop unrealistic expectations about the regular relationships
5. Experiential learning can be more difficult

The full findings from the research can be found in the report below, alongside a bibliography of online PAL literature: