Edinburgh Napier University

  Defined as ‘networks of learning relationships among students and significant others’, peer assisted learning takes a bewildering array of forms in higher education. A useful way to conceptualise these is to draw from ideas of communities of practice and communicative rationality, with the degree of student autonomy a third key element. We illustrate this approach with a study of Kuppi, an example of peer assisted learning initiated and organised entirely by students. We interviewed undergraduate participants from six state universities in Sri Lanka and found strong support for this model of peer assisted learning from student learners and student tutors. These classes are characterised by informality and discussion, flexibility in timing and location and a focus on assessments. Students determine the content and who teaches, whilst tutors give their time without payment, out of fraternity and to improve their own learning and skills. The theory of communicative rationality helped explain much of the attraction of this form of peer assisted learning. There was evidence for a strong community of practice; however apart from peer tutors aspiring to become academics, this involved mostly reinforcement of student identity rather than transformation into emerging roles. The high levels of engagement and student autonomy shown by Kuppi challenge suggestions that peer assisted learning must be organised by tutors if it is to be effective.