Abstract
Students' engagement with learning is closely connected to their participation in learning communities within and beyond the classroom. This paper examines the nature of students' out-of-class peer experiences. It reports on a study of Australian undergraduate students across three year levels in a research-led university. The most common reason for making contact with peers was to discuss assignments. There was a strong connection between satisfaction levels and frequency of peer interaction. The study contributes to an understanding of the changing nature of the student experience beyond formal classroom contexts. The paper concludes by considering implications for teaching and learning in higher education.
Original language | English |
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Pages (from-to) | 301-318 |
Number of pages | 18 |
Journal | Nagoya Journal of Higher Education |
Volume | 7 |
Publication status | Published - 2007 |