‘Shadow module leaders’ – student experiences as peer teachers and facilitators of peer-assisted learning

Peer-assisted learning is a powerful pedagogy that benefits both the student tutor and the student being instructed. In student-focused and student-led. ‘Shadow Modules’, students work collaboratively on supplementing and supporting their learning, in
collaborative sessions organized or taught by a fellow student ‘Shadow Module Leader’ (SML). The SML either structures collaborative learning sessions, or actively teaches fellow students. This study aims to investigate the motivations, experiences and insights of SMLs. 6 SMLs kept reflective logs of their experiences running Shadow Modules. These reflective logs were analysed qualitatively, and questions identified for semistructured intensive interviews with 4 SMLs. Preliminary findings suggest that SMLs find peerteaching to be empowering and beneficial to their own development. But SMLs also exhibit concern over their own potential limitations, and frustration at limited student engagement. SMLs were universally positive overall about peer-teaching.