Engendering Learning: Experiences of Peer Educators Trained as Entangled Learners. Issue 1 (2nd January 2019)

• Record Type: Journal Article
• Authors: Whisler, Laurel; Makos, Molly; Anderson, Rachel
• Is Part Of: Journal of college reading and learning. Volume 49:Issue 1(2019)
• Page Start: 19
• Page End: 34
• Publication Date: 2019-01-02
• Subjects: case study -- entangled learning -- peer educators -- peer-to-peer learning -- training; Reading (Higher education) -- Periodicals; Reading -- Periodicals; Reading; Reading (Higher education); Electronic journals; Periodicals; 428.406
• DOI: 10.1080/10790195.2018.1472943
• Languages: English
• ISSNs: 1079-0195

Abstract

Abstract : Building on previous research on skills individuals develop through their work as peer educators, we present a case study to uncover the experiences of our peer educators whose training is based in the processes of Entangled Learning. As Entangled Learners, individuals engage in practice-based activities within a supportive community to learn deeply, employing skills that include documenting self-regulation, reflection, integration, and collaboration. Using a mixture of qualitative analysis methods for examining data from a first-semester peer educator training course, we discovered that our trainees' appreciation for learning in a community and their enhanced understanding of learning processes compelled them to engender deeper learning in others. Thus, Entangled Learning shows promise as a process model for peer educator training to produce skillful, self-directed learners.