Article Sidebar
Published:
Oct 22, 2018Article Details
Copyright remains in the Author’s name. The work is licensed under a Creative Commons Attribution - Noncommercial Works License. Authors are required to complete and sign an Author Agreement form that outlines Author and Publisher rights and terms of publication. The Agreement form should be uploaded along with other submissions files and any submission will be considered incomplete without it [forthcoming].
Material submitted for publication in the AJHPE is accepted provided it has not been published or submitted for publication elsewhere. Please inform the editorial team if the main findings of your paper have been presented at a conference and published in abstract form, to avoid copyright infringement. The AJHPE does not hold itself responsible for statements made by the authors. The corresponding author should also indicate if the research forms part of a postgraduate short report, dissertation or thesis.
Previously published images
If an image/figure has been previously published, permission to reproduce or alter it must be obtained by the authors from the original publisher and the figure legend must give full credit to the original source. This credit should be accompanied by a letter indicating that permission to reproduce the image has been granted to the author/s. This letter should be uploaded as a supplementary file during submission.Main Article Content
Peer helpers’ construction of their role in an open distance-learning institution
Abstract
Background. The University of South Africa (UNISA) offers educational programmes through distance learning. Because of the institution’s elasticity and character, the UNISA Peer Help Volunteer Programme was developed to extend support to students, to disseminate educational information to schools and the surrounding communities and to engender personal and professional growth of peer helpers.
Objectives. To explore the modalities used by peer helpers to construct their roles as sources of support at the university.
Methods. A qualitative approach was used, underpinned by the social constructionist paradigm as an epistemological position. The sample consisted of 6 peer helpers. Data were analysed using thematic analysis.
Results. Three themes were identified, i.e. peers as distributors of information, the peer-help role as an opportunity to integrate theory and practice and the peer-help role as a personal eye-opener.
Conclusion. The findings showed that peer helpers understand the challenges faced by other students and the institutional character of the university and were able to use their experiences in conjunction with available resources to assist their fellow students and to reach out to disseminate educational information to communities.
