Something to Think About: Incorporating Reflective Practice into Peer-Led Team Learning

Research on reflections and their use in academic support programs has highlighted their benefits concerning student leaders or tutors as an evaluative tool to document performance and measure personal growth. Largely absent from the literature is evidence of the possible benefits reflections could have on the students using academic support services. To address this gap in the literature, a study was conducted with students participating in a cohort-based academic success program to understand what value, if any, they found in using reflection as part of their experience. This article presents findings from a pilot study on the benefits of reflections in a Peer-led Team Learning (PLTL) academic success program. Sixty-five students and leaders were recruited across 12 PLTL sessions. Data were collected through student reflections at the end of each PLTL session and an end-of-semester survey to understand what the students perceived as the benefits of using reflections. Findings from this qualitative study show that the reflections did enhance the student experience by providing them with opportunities to rehearse and review material, perform self-checks for understanding, and develop confidence in their mastery of concepts. More research is needed and encouraged to deepen our understanding of how reflections can be leveraged in peer education.