How have Supplemental Instruction-Peer Assisted Study Sessions (SI-PASS) programmes adapted during the COVID-19 pandemic? Case Studies from four Higher Education Institutes in Ireland, Norway, the UK and Sweden

Summary, in English

In this paper we look at the adaption of SI-PASS programmes during the COVID-19 pandemic drawing from four Higher Education Institutions (HEIs) as case studies: The National University of Ireland (NUI) Galway in Ireland, Nord University in Norway, Lund University in Sweden and the University of Manchester in the UK. The paper also focuses on the role of SI-PASS in student engagement in an extraordinary time. Attention is given to the numerous challenges that the SI-PASS teams have faced. For instance, how to engage students in an online environment or in a face-to-face setting with social distancing, training student leaders to hold online sessions, support of leaders, and enhancing the student participants’ learning experience. Attention is also given to the potential benefits of online SI-PASS and lessons learned that can be incorporated in post-pandemic SI-PASS programmes.

• Author: Joakim Malm; Marcia Ody; Helena Elvén Eriksson; Isabella Fairclough; Roger Helde; Matthew Oakley; Beth Rotherham; Elisabeth Suzen; Hege Sletvold; Amber Walsh Olesen
• Department/s: Environmental Engineering (M.Sc.Eng.); Programme Service, LTH; Supplemental Instruction; Unit for Educational Services; Dept of Physical Geography and Ecosystem Science
• Publishing year: 2022-09
• Language: English
• Pages: 24-44
• Publication/Series: Student Engagement in Higher Education Journal
• Volume: 4
• Issue: 2
• Links: https://sehej.raise-network.com/raise/article/view/1152
• Document type: Journal article
• Publisher: RAISE Network
• Topic: Learning
• Keywords: Pandemic; Peer Learning; Peer Assisted Study Sessions; Student Leaders; Transferable Skills; Supplemental Instruction
• Status: Published
• ISBN/ISSN/Other: ISSN: 2399-1836