Students Supporting Students – improving student outcomes through peer mentoring

Catherine Comfort, The Open University

Email: catherine.comfort@open.ac.uk   

Session recording

Presentation

Click to download the presentation Students Supporting Students – improving student outcomes through peer mentoring (.pptx)

Abstract

Learning from experienced student peer mentors increases new students’ sense of belonging, supports transition to university, positivity impacts student retention and is accepted as an effective intervention in face-to-face universities (Skaniakos et al., 2014). Benefits to students from underrepresented groups include those studying with disabilities who learn ‘how things work at university’, how to access support (Hillier et al, 2019 p. 487), and experience improved emotional wellbeing and self-esteem (Haft et al., 2019).

This seminar outlines the positive impact on student outcomes of an online peer mentoring pilot established to support student success in a UK distance-learning Business School between 2021 and 2022. Volunteer student mentors approaching the end of a Business qualification offered practical and emotional support to Level 1 students on the qualification’s introductory module. Support offered was shaped by mentors’ experience of succeeding in supported online learning. All Level 1 students in selected areas could access mentor support via asynchronous, many-to-many online forums. 

This seminar discusses the implications of this model for retaining and progressing students, especially those from underrepresented groups. Forum usage analytics and module results data show positive correlations between engaging with the mentoring process and improved student outcomes. Despite mentors’ discouragement from limited direct student forum engagement, analytics reveal widespread forum usage with and without direct interaction. Qualitative study findings from participant and non-participant surveys and semi-structured interviews are shared. This pilot extends the findings of Fayram et al. (2018) that online mentoring lets students use advice to suit their needs, increases confidence and improves outcomes, by additionally identifying benefits for underrepresented students.

Gains identified by mentors will be discussed, including practical application and further development of skills learned in study, such as pitching communication at an appropriate level.

Practical considerations identified include helping students navigate to forums and employing a delivery format suitable for large student populations that is not operationally onerous.

This seminar is relevant to institutions considering offering online peer mentoring. Indications of positive impacts on progression and completion for students undertaking group peer mentoring, particularly those from underrepresented groups, suggest this format of mentoring can help reduce awarding gaps.

References

Fayram, J., Boswood, N., Kan, Q., Motzo, A., Proudfoot, A., (2018) ‘Investigating the benefits of online peer mentoring for student confidence and motivation’ International Journal of Mentoring and Coaching in Education 7: 4, pp. 312-328

Haft, S. L., Chen, T., LeBlanc, C., Tenczas, F., Hoeft, F. (2019) ‘Impact of mentoring on socio-emotional and mental health outcomes of youth with learning disabilities and attention-deficit hyperactivity disorder’ Child and Adolescent Mental Health 24: 4, pp. 318–328

Hillier, A,, Goldstein, J., Tornatore, L., Byrne, E. and Johnson, H. M., (2019) ‘Outcomes of a peer mentoring program for university students with disabilities’, Mentoring & Tutoring: Partnership in Learning, 27:5, pp. 487-508, DOI: 10.1080/13611267.2019.1675850

Skaniakos, T., Penttinen, L. and Lairio, M. (2014)  ‘Mentoring Programmes in Finnish Higher Education -Mentors’ Perspectives’, Mentoring & Tutoring: Partnership in Learning, 22:1, pp. 74-86, DOI: 10.1080/13611267.2014.882609

Catherine Comfort 

Academic Lead for Access, Participation and Success (FBL), The Open University

Catherine Comfort is the Academic Lead for Access, Participation and Success with the Faculty of Business and Law at The Open University. Her role focuses on ensuring OU students reach their potential, particularly those from underrepresented groups. She co-manages the Virtual Internships project for students with protected characteristics with colleagues from the Faculty of Business and Law and STEM. Other projects include improving the inclusivity of Business and Law modules. She also led the large-scale online peer mentoring pilot to increase student success for a Business module. Catherine has recently completed a doctorate in youth mentoring. She is interested in the beneficial impact of supportive relationships in developing skills and confidence.