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Student Mentors in Physical and Virtual Learning Spaces

Student Mentors in Physical and Virtual Learning Spaces

Keith Kirkwood, Gill Best, Robin McCormack, Dan Tout
Copyright: © 2014 |Pages: 17
ISBN13: 9781466659421|ISBN10: 1466659424|EISBN13: 9781466659438
DOI: 10.4018/978-1-4666-5942-1.ch057
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MLA

Kirkwood, Keith, et al. "Student Mentors in Physical and Virtual Learning Spaces." Cyber Behavior: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2014, pp. 1109-1125. https://doi.org/10.4018/978-1-4666-5942-1.ch057

APA

Kirkwood, K., Best, G., McCormack, R., & Tout, D. (2014). Student Mentors in Physical and Virtual Learning Spaces. In I. Management Association (Ed.), Cyber Behavior: Concepts, Methodologies, Tools, and Applications (pp. 1109-1125). IGI Global. https://doi.org/10.4018/978-1-4666-5942-1.ch057

Chicago

Kirkwood, Keith, et al. "Student Mentors in Physical and Virtual Learning Spaces." In Cyber Behavior: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1109-1125. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5942-1.ch057

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Abstract

This chapter explores the human element in the learning space through the notion that once a learning space is inhabited, it becomes a learning place of agency, purpose and community involving both staff and students. The School of Languages and Learning at Victoria University in Melbourne has initiated a multifaceted peer learning support strategy, ‘Students Supporting Student Learning' (SSSL), involving the deployment of student peer mentors into various physical and virtual learning spaces. The chapter discusses the dynamics of peer learning across these learning space settings and the challenges involved in instituting the shift from teacher- to learning-centred pedagogies within such spaces. Both physical and virtual dimensions are considered, with the SNAPVU Platform introduced as a strategy for facilitating virtual learning communities of practice in which staff, mentors, and students will be able to engage in mutual learning support. The chapter concludes with calls for the explicit inclusion of peer learning in the operational design of learning spaces.

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