Literature Review


Journal of Learning Development in Higher Education           ISSN: 1759-667X 

Special Edition: Academic Peer Learning, Part Two, April 2016 

 

Postgraduate peer tutors supporting academic skills in online 
programmes 
 

Sharon Boyd 
The Royal (Dick) School of Veterinary Studies, The University of Edinburgh, UK 
 

Jessie Paterson 
The Royal (Dick) School of Veterinary Studies, The University of Edinburgh, UK 
 

 

Abstract 
 

This case study presents an evaluation of an online, distance-learning, postgraduate peer 

tutor project, covering the pilot and post-pilot years 2013-15. The project has two core 

aims: first, to develop student academic skills in group facilitation and learning support; 

second, to enhance support for increasing numbers of online, distance-learning students 

by facilitating more live sessions and providing postgraduate study advice. Feedback from 

staff, peer tutors and the students involved suggests that peer tutoring is successful in 

improving distance learners’ experience through enhanced support and fostering a sense 

of community; for the peer tutors, the opportunities to develop graduate skills in tutoring 

and collaborating as part of the academic community. 

 

Keywords: peer support; online learning; distance learning; postgraduate; student 

experience. 

 

 

Introduction 
 

Working online at distance can be isolating due to the perceived separation between 

student and teacher (Falloon, 2011). Delahunty et al. (2014) outline the ‘socio-emotional 

challenges’ inherent in engaging online distance learning (ODL) students, such as a sense 

of isolation and reduced confidence. Key to this is the recognition of the diversity of online 

learners and therefore the need to facilitate a variety of opportunities for them to interact 

and build a sense of community and connectedness. Increasing ODL student numbers 



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Journal of Learning Development in Higher Education, Special Edition: April 2016 2 

places a strain on student support services (Reid et al., 2014), potentially increasing the 

sense of isolation due to delays in response and reduced tutor ‘presence’. Watts et al. 

(2015) report that online Peer-Assisted Learning (PAL) or peer-supported learning 

activities may assist in dealing with these issues. 

 

Peer support and group assessment activities are core within postgraduate taught (PGT) 

ODL courses at the Royal (Dick) School of Veterinary Studies [R(D)SVS], University of 

Edinburgh. When students start, they are encouraged to take an active role in 

asynchronous discussion boards and synchronous seminars as part of course content and 

delivery. This allows students to develop core graduate attribute skills in group facilitation, 

debate and dialogic feedback. Guidance is provided and students are shown how these 

activities enhance the social and ‘collegial’ networks (McLuckie and Topping, 2004) 

constructed as part of their participation on a chosen programme of study. This social 

constructivist model follows Weller (2007), seeking a ‘balance of people, process, and 

technology’ (p.157), building the learning community by providing clear guidance, 

accessible systems, and encouraging ongoing dialogue.  

 

The same pedagogical approach is extended to peer tutor (PT) training, allowing PTs to 

further develop skills in discussion with the academic training team. The PT role is key in 

building this community of practice, as PTs support the learning of others within the 

community, what Ashwin (2003) calls a ‘peer supporter’. As PTs have progressed further 

in their programme, they can share a wider range of experience than peers on the same 

course. Since they come from outside the course, students view them as occupying a 

separate role, or higher level, from their own, situated between the role of ‘student’ and 

‘teacher’. PTs assist with community development by providing a relaxed supportive 

environment and safe space to ask questions without the concern of appearing ‘stupid’ in 

front of an academic specialist (McLuckie and Topping, 2004). The PT role is seen as 

motivating, both in supporting peers’ development and in inspiring students to undertake 

the PT role themselves. 

 

 

Purpose of the work 
 

The aims of the project are two-fold: first, to develop PTs’ tutoring skills as part of their 

portfolio of academic skills; and second, to provide additional support to ODL students. To 



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Journal of Learning Development in Higher Education, Special Edition: April 2016 3 

achieve the first aim, guidance focuses on online facilitation in both asynchronous 

(discussion board) and synchronous (real-time study group) activities. PTs have access to 

information on academic skills support, including critical reading, writing, information skills, 

basic data handling, and presentation skills.  Additional support and advice on time 

management and session planning are also given. The second aim focuses on shared 

peer experience and increased connectedness through providing additional live group 

sessions across time zones facilitated by peers. Feedback is gathered from a number of 

sources including course surveys, PT focus groups and staff-student meetings. This data 

is reviewed by the authors to gain an overview of the project, highlight benefits to students 

and programme teams, and identify areas requiring improvement as part of the 

postgraduate teaching review process. 

 

 

Participants 
 

Approximately 350 students are registered for flexible, part-time, PGT ODL programmes at 

the R(D)SVS. The part-time programmes last between two and six years. Most students 

opt for the three years; two years of taught materials and a one-year dissertation project. 

Most students, including PTs, are in full- or part-time employment.  

 

These programmes cover a range of specialist areas, including conservation medicine, 

international animal welfare, equine science and one health. Students have biological and 

veterinary science undergraduate degrees, and network within a global peer group from 

locations including the UK, US, Central and South America, Canada, Europe, Australia, 

and the Middle and Far East. 

 

An invitation was sent to all ODL PGT students in the summer of 2013 and 2014. It is a 

pre-requisite to have successfully completed either the Scientific Methodology course 

which is offered as part of some MSc programmes, or the Academic Skills course which is 

optional for all PGT students. Both courses provide guidance on academic skills 

development. The assessments require students to critically reflect on their own learning 

development. Unlike Beaumont et al. (2012), PT familiarity with online communication 

tools was not a selection criterion, as all PGT ODL students are familiar with a range of 

standard tools used as part of their studies.  

 



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Journal of Learning Development in Higher Education, Special Edition: April 2016 4 

In both pilot and post-pilot phase, PTs are made aware that active input through de-brief 

and focus group sessions is an essential element of the role. These group discussions and 

feedback provide benefits both to the PT in the forms of autonomy and motivation, and the 

training team in developing a student-led initiative. PTs can withdraw at any point and are 

reminded that the role should not conflict with their studies. 

 

 

Pilot phase (2013-14) 

Six PTs underwent training in 2013-14 from a range of programmes. Two had completed 

and were awaiting graduation in November 2013, two were in second year, and two were 

in third (dissertation) year. 

 

 

Post-pilot phase (2014-15) 

Eight PTs underwent training in 2014-15, four new and four returning, again from a range 

of programmes. Of the new PTs, one had completed was awaiting graduation in 

November 2014, two were in second year, and one was in third (dissertation) year. Of the 

returning PTs (trained the previous year), two had completed and were awaiting 

graduation, and two were in third (dissertation) year. 

 

 

Role of PT 

PTs can tutor a maximum of three courses per year, with most opting for two. Taking a 

similar approach to Baran and Correia (2009), PTs are required to:  

 

 Complete the training course (~15 hours). 

 Attend debriefing sessions (4 hours). 

 Liaise with course teams on logistics (such as synchronous session timings, 

identification of skills required for assessment topic) (~2 hours). 

 Facilitate asynchronous discussions sharing experiences and skills (2 hours per 

course at peak pre-assessment times). 

 Run synchronous sessions focusing on a particular academic skill topic, for 

example, critical writing (two 1-hour group sessions per course, 3 hours preparation 

time per session). 



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Journal of Learning Development in Higher Education, Special Edition: April 2016 5 

 Reflect on practice (~7 hours), demonstrated through critical consideration of what 

worked well or what required refinement in preparation for next tutoring session. 

This is facilitated through discussion with the training team via discussion board and 

de-brief sessions, and through student application for Associate Fellowship of the 

Higher Education Academy.  

 

PTs are advised that the role involves tutoring core academic skills (McLuckie and 

Topping, 2004; Baran and Correia, 2009) rather than subject-specific teaching, in part to 

deflect concerns about having sufficient experience to ‘teach’ their peers (Lachman et al., 

2013). PTs appreciate how the process of facilitation invites group discussion and sharing 

of experience leading to ‘reflective knowledge building’ (Roscoe and Chi, 2007), rather 

than expectation of mastery in a given area.  

 

 

PT Training 
 

PTs have access to a peer-tutor training course on the university’s virtual learning 

environment (Blackboard Learn). The structure models the University of Manchester 

(2014) PASS (peer-assisted study session) format that is used successfully with our 

undergraduate on-campus groups. PTs work in pairs to support each other and share 

preparation work for live sessions. The training facilitates partnership building in advance 

of tutoring. 

 

The training course has three components:  

 

 Key skills such as group facilitation techniques, confidentiality, support. 

 Guidance for tutoring online (course materials for self-study, discussion and training 

in facilitating online group communication). 

 Practice sessions (~20 minutes with training staff and other PTs acting as students). 

 

The aim is to provide multimodal training as per De Smet et al. (2010). PTs are trained in 

online moderating following Salmon’s (2012; 2013) five-stage model through live sessions 

with the training staff and asynchronous discussions on topics such as ice-breakers, 

‘lurkers’ and community building. They are provided with examples and guidance on the 

communication tools commonly used with the student group, which are Skype (text chat) 



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Journal of Learning Development in Higher Education, Special Edition: April 2016 6 

or Blackboard Collaborate (virtual classroom). Having selected their preferred tool for 

synchronous group meetings, they run mock sessions to practice and gain feedback from 

the group, also proposed in Galbraith and Winterbottom (2011). In response to PT request, 

further detail on assessment types are provided with an outline of core skills expected of 

students. 

 

In the pilot, PTs tutored on the Academic Skills course, which acts as a support ‘centre’ for 

postgraduate study skills, similar to Reid et al. (2014). All ODL PGT students are 

registered. This course was selected as it matches the core aim of the PT role and the 

authors are also the course team. This ensured closer monitoring and support during the 

pilot.  

 

Students self-register for live sessions at times chosen by PTs; a member of the training 

team monitors e-mail in case of technical difficulty. While not often required, this acts as a 

safety net; PTs know help is available should they or the attendees encounter problems. 

 

In the post-pilot, the PT role has been integrated within core PGT courses. The role 

remains the same – synchronous and asynchronous sessions at times agreed by course 

teams and PTs. Due to the small number of PTs relative to courses, PTs are invited to 

select their preferred course(s) to tutor. The training team assist PTs with any queries on 

running live sessions or additional study skills guidance. This minimises impact on course 

teams whilst ensuring PTs feel supported. 

 

 

Methodology 
 

Data were collected using a mixture of focus group (PTs and course staff) and surveys 

(students). Data triangulation is achieved through consideration of the views of PTs, staff 

and students, and the mixed methods approach of feedback via multiple routes. 

 

To date, four PT focus groups have been facilitated via Skype by a member of staff not 

involved with PT training or online teaching. A minimum of two and a maximum of four PTs 

attended each focus group. The facilitator anonymised the Skype transcripts before 

sharing with the authors, and all three analysed the transcripts in isolation before 

comparing themes identified. The authors also reviewed transcripts and recordings of live 



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Journal of Learning Development in Higher Education, Special Edition: April 2016 7 

sessions, providing feedback in de-briefings with PTs and via e-mail to further develop 

teaching skills. 

 

Low response to course surveys (<12%, 2-6 students per course) made statistical analysis 

unfeasible. Further input was gathered through the staff-student liaison committee 

meetings. The College Educational Research Ethics Committee granted approval to carry 

out this research. 

 

 

Findings and impact 

Pilot year (2013-14)  

There were positive responses from PTs and students attending sessions in the Academic 

Skills course. In the focus group, all six PTs said they trained in order to make a 

contribution/give something back:  

 

Having spent 3 years as a distance learning student I wanted to contribute 

something that would help other students in the future by sharing own experiences. 

 

This was achieved through shared experience with students and staff: 

 

It was satisfying hearing that the students had learned something that would help 

them to improve their academic skills and hopefully improve their grades… I 

enjoyed liasing [sic] with the course lecturers in order to work out how best to 

support them. 

 

PTs also recognised the importance of supporting new and/or mature students:  

 

I've also been out of academia for a long time myself, so think I can empathise 

easily with anyone struggling with academic study skills. 

 

There was also the added benefit of improving personal skills:  

 

I also wanted to improve my own skills and keep myself updated. 



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Journal of Learning Development in Higher Education, Special Edition: April 2016 8 

PTs all agreed working in pairs guaranteed smoother facilitation, as both live session 

methods needed more than one person to monitor fast-moving text chat and ensure all 

questions were answered. 

 

Issues reported: 

 

 Timing of sessions (conflict with core courses). 

 High number of PTs in one course (conflict with PT preferred times).  

 Low attendance (again due to conflict with core courses). 

 

These issues were resolved in the post-pilot by embedding PTs in core courses. 

 

 

Post-pilot year (2014-15)  

Positive responses were received from PTs and students. PT reasons for taking on the 

role matched the previous year, as four of the eight PTs were tutoring for their second 

time. 

 

Students report that having PTs on their courses is very encouraging, as PTs understand 

the constraints of studying part-time at distance. PT sessions were: 

 

 Very helpful. Nice and informal. Comforting to be able to share experience, 

 opinions, thoughts with students who have been through it before. (Student 

 feedback via staff student liaison committee meeting) 

 

In course feedback, students agree or strongly agree that having PT-run study sessions is 

helpful (11% response rate, 39 of 353). The provision of recordings/transcripts and 

asynchronous discussion board monitoring ensures that students who cannot attend are 

not excluded.  

 

Course teams agree that PT presence enhances the student learning experience by 

providing an increased sense of support and community. While it is not possible to say if 

PT presence has a significantly positive effect on results, extra support is viewed as 

beneficial. No difference is observed in support provided by PTs tutoring on courses 

different from their programme specialism.  



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Journal of Learning Development in Higher Education, Special Edition: April 2016 9 

An approval system will be put in place following the recommendation that PT applicants 

have official approval of their programme team when applying. The primary method of 

student volunteering for training will be maintained to ensure students are self-motivated 

and have sufficient time to meet role requirements. Programme leaders will also 

recommend dissertation students consider this voluntary role to combat feelings of 

isolation reported while working on research.  

 

 

Discussion 
 

Positive feedback from staff, PTs and students involved indicates the scheme is 

successful. Due to the structure of the programmes, there is no method to accurately 

determine if PT presence improves grades. However, staff and students indicate improved 

student experience through enhanced support. Live-session attendance increased in the 

post-pilot phase due to the change in the mode of delivery. Although attendance was still 

low (<5) for some sessions, PTs and students reported benefits from discussion. 

 

As reported by Watts et al. (2015), low attendance rates can be caused by a number of 

factors. Some can be resolved, for example, live session scheduling to avoid timetable 

clashes. A key factor appears to be lack of student recognition of the need for peer 

support. Staff report that some assessment feedback touches on topics which have been 

covered in PT sessions which the student in question chose not to attend.     

 

The choice of live-session tool appears to influence the PT tutoring style in this case. 

Those using text-chat demonstrate a more social-constructivist approach, facilitating open 

group discussion with guiding questions. Those using the virtual classroom take a 

marginally more instructivist, ‘knowledge-telling’ (Berghmans et al., 2013) approach – 

giving a presentation and inviting questions at the end. It could be argued that confidence 

influences the activity. PTs choosing to use Skype do so as there are potentially less 

technical difficulties (technical confidence). Of those choosing Collaborate, some use the 

method they are familiar with through giving presentations on their research as part of their 

assessed work (method confidence). Those with more technical and pedagogical 

confidence (tutoring their second year and/or drawing on professional teaching 

experience) choose to ‘flip’ the classroom with recorded presentations and questions on 



Boyd and Paterson Postgraduate peer tutors supporting academic skills in online programmes 

 

Journal of Learning Development in Higher Education, Special Edition: April 2016 10 

the discussion board, or create more interactive sessions by making more active use of 

questions and the whiteboard facility.  

 

Further research is required, particularly into role perceptions (Roscoe and Chi, 2007), as 

this can influence tutoring behaviours. PT pairs may facilitate peer monitoring as per 

Berghmans et al. (2013), encouraging PTs to enhance their approach by adopting 

strategies demonstrated successfully by their partners, or other PTs.  

 

Due to small numbers involved in the project to date, it has not been possible to carry out 

the linguistic analysis methods suggested by Watts et al. (2015). This may be an option 

going forward to assist in researching the process in more depth. 

 

 

Conclusion 
 

As recognised in Delahunty et al. (2014), students appreciate a variety of opportunities to 

connect with the course team. PTs can play a key role in enhancing student experience, 

reducing feelings of isolation (Baran and Correia, 2009) through social learning practices 

(Ashwin, 2003). Students respond positively to support provided by PTs, finding peer-led 

sessions a relaxed space to ask questions. In this, we see the ‘trusting relationship’ 

described by McLuckie and Topping (2004), where students discuss items they find 

confusing with a peer, i.e. someone not in a position of authority.  

 

PTs report that the training course provides opportunities to develop their understanding, 

confidence and skills in facilitating online. It acts as a support area to raise issues, ask 

questions and connect with PT and academic colleagues separate from the students being 

peer-tutored – another aspect of the trusting relationship essential for sharing concerns.  

 

As reported by Watts et al. (2015), it can be difficult to identify what elements constitute a 

successful peer project. A positive outcome is seen in the increased numbers of students 

actively requesting the role of peer tutor this year having been inspired by the example of 

their tutors in previous years. 

 

 



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Journal of Learning Development in Higher Education, Special Edition: April 2016 11 

Acknowledgements 
 

The postgraduate peer tutor project was supported by funding from the Institute for 

Academic Development, the College of Medicine and Veterinary Medicine and the Royal 

(Dick) School of Veterinary Studies, University of Edinburgh. The authors would like to 

thank the peer tutors, colleagues from the Veterinary Medical Education section, and the 

Institute for Academic Development for their participation and guidance in the project. 

 

 

References 
 

Ashwin, P. (2003) ‘Peer facilitation and how it contributes to the development of a more 

social view of learning’, Research in Post-Compulsory Education, 8(1), pp. 5-18. 

DOI: 10.1080/13596740300200137. 

 

Baran, E. and Correia, A.P. (2009) ‘Student‐led facilitation strategies in online 

discussions’, Distance Education, 30(3), pp. 339-361. DOI: 

10.1080/01587910903236510. 

 

Beaumont, T.J., Mannion, A.P. and Shen, B.O. (2012) ‘From the campus to the cloud: the 

Online Peer Assisted Learning Scheme’, Journal of Peer Learning, 5(1), pp. 1-15 

[Online]. Available at: http://ro.uow.edu.au/ajpl/vol5/iss1/6/ (Accessed: 8 June 

2015). 

 

Berghmans, I., Neckebroeck, F., Dochy, F. and Struyven, K. (2013) ‘A typology of 

approaches to peer tutoring. Unraveling peer tutors’ behavioural strategies’, 

European Journal of Psychology of Education, 28(3), pp. 703-723. DOI: 

10.1007/s10212-012-0136-3. 

 

Delahunty, J., Verenikina, I. and Jones, P. (2014) ‘Socio-emotional connections: identity, 

belonging and learning in online interactions. A literature review’, Technology, 

Pedagogy and Education, 23(2), pp. 243-265. DOI: 

10.1080/1475939X.2013.813405. 

 

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De Smet, M., Van Keer, H., De Wever, B. and Valcke, M. (2010) ‘Cross-age peer tutors in 

asynchronous discussion groups: exploring the impact of three types of tutor 

training on patterns in tutor support and on tutor characteristics’, Computers & 

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Falloon, G. (2011) ‘Making the connection’, Journal of Research on Technology in 

Education, 43(3), pp. 187-209, DOI: 10.1080/15391523.2011.10782569. 

 

Galbraith, J. and Winterbottom, M. (2011) ‘Peer‐tutoring: what’s in it for the 

tutor?’, Educational Studies, 37(3), pp. 321-332. DOI: 

10.1080/03055698.2010.506330 

 

Lachman, N., Christensen, K.N. and Pawlina, W. (2013) ‘Anatomy teaching assistants: 

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10.3109/0142159X.2012.714880. 

 

McLuckie, J. and Topping, K.J. (2004) ‘Transferable skills for online peer learning’, 

Assessment & Evaluation in Higher Education, 29(5), 563-584. DOI: 

10.1080/02602930410001689144. 

 

Reid, M., Shahabudin, K. and Hood, S. (2014) ‘Case study: the 24/7 study advice 

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[Online]. Available at: 

http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe&page=article&op=view&pat

h%5B%5D=270 (Accessed: 8 June 2015). 

 

Roscoe, R.D. and Chi, M.T. (2007) ‘Understanding tutor learning: knowledge-building and 

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Author details 
 

Sharon Boyd is a Lecturer in Distance Student Learning at the Royal (Dick) School of 

Veterinary Studies. She joined the R(D)SVS in 2007 as programme coordinator of online 

postgraduate and continuing professional development (CPD) courses. In 2013, she took 

on the role of Director of the postgraduate Certificate in Advanced Veterinary Practice 

programme, and is programme coordinator for a new veterinary MSc programme in 

Advanced Clinical Practice. Her remit includes study skills support for postgraduate 

students working online at distance, and her research areas of interest include distance 

and sustainable education. She is course leader for the postgraduate Academic Study 

Skills course and co-lead on the online postgraduate peer tutor scheme, based on the 

undergraduate VetPALs model.  

 

Jessie Paterson is a Lecturer in Student Learning at the Royal (Dick) School of Veterinary 

Studies. As well as teaching on the School’s Professional Skills course, she is an active 

member of the School’s Student Undergraduate Support Team. Her particular remit is 

study skills and she leads the School Team dedicated to providing study skills support to 

the vet students. In 2013, she led and piloted a successful undergraduate peer assisted 

learning scheme, VetPALs, and this has become a key component of the first year 

undergraduate student experience. She was also a co-lead in a scheme for online 

distance students based on this model. 

 

http://www.pass.manchester.ac.uk/about-pass/
http://ro.uow.edu.au/ajpl/vol8/iss1/8

	Postgraduate peer tutors supporting academic skills in online programmes
	Abstract
	Introduction
	Purpose of the work
	Participants
	Pilot phase (2013-14)
	Post-pilot phase (2014-15)
	Role of PT

	PT Training
	Methodology
	Findings and impact
	Pilot year (2013-14)
	Post-pilot year (2014-15)

	Discussion
	Conclusion
	Acknowledgements
	References
	Author details