Shifting the Balance in First-Year Learning Support: From Staff Instruction to Peer-Learning Primacy.

Effective response to the learning needs of first-year students is a contested issue. In many learning support centres the dominant approach to developing student learning skills is through generic or tailored workshops and/or individual consultations. Although there is a place for these activities, we argue that the balance should be shifted towards a greater emphasis on developing peer-learning activities across the university. The educational advantage of peer learning is wellestablished. Where resources are limited, it may be a more effective way to develop student learning in large institutions. In this article we will explore the broad context of peer-learning in the context of the role of student learning support centres. We will focus in particular on the developing activities within our own institution.

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