Enhancing the 21st Century Learning Experience: Enabling Learners

Enhancing the 21st Century Learning Experience: Enabling Learners

Fay Patel (Monash University, Malaysia), Fadhliyansah Saipul (Monash University, Malaysia) and Regina Chan (Monash University, Malaysia)
DOI: 10.4018/978-1-5225-1689-7.ch011
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Higher education institutions have made considerable effort to develop generic centrally based and course integrated learning skills intervention programs to enhance student learning. Various student learning skills development interventions have been implemented in the global learning space to respond to the diverse learning needs of undergraduate and postgraduate learners. The existing learning skills development framework was expanded to include the newly introduced Peer Assisted Study Sessions (PASS) to enable learners to learn effectively. The authors present an overview of the PASS program as a student centric learning initiative to enable student driven learning. The chapter highlights the challenges and benefits of promoting PASS as an integrated learning skills development approach. A reflective review of the different perspectives on learning skills development suggests that learners benefit from a number of effective strategies within a peer assisted study session to enable them to take responsibility for their learning.
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The Pass Program In Context

The Peer Assisted Study Sessions (PASS) program, a learning skills intervention program, has been growing in popularity as a 21st century learning skills enhancement strategy. This program is student centric and enables learners in how to learn through peer mentoring and coaching skills development. The PASS program originated in the 1970s and is known by various labels although it began as the Supplemental Instruction (SI) program. Supplemental Instruction (SI) was designed and implemented as an intervention to improve first year students’ performance at the University of Missouri in the 1970s (Martin & Arendale, 1992). The PASS program in Australasia is an adaptation of the SI. The essential purpose of PASS is to assist students in achieving success in units that have been identified as “high risk” or units that are traditionally difficult or “problem subjects” (Warwick & Ottewill, 2004).

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