The Role of Peer-to-Peer Mentoring in a Distance Learning University: An Evaluation of a Three-Year Pilot in the Arts and Social Sciences

Following two successful small-scale pilots in 2015 and 2017 the current project evaluates the upscaled peer-to-peer mentoring scheme rolled out in the Open University’s Faculty of Arts and Social Sciences in 2020 - 2023. Working with a partner organisation Insala who developed the mentoring platform, the key objective is to enhance student success through encouraging a dynamic and inclusive culture at the start of the student journey. The mentoring platform also facilitates the matching between mentors and mentees. The specific aim of the project is to evaluate the efficacy and effectiveness of this peer-to-peer mentoring scheme and more generally, to broaden understanding of the benefits and potential pitfalls of peer-to-peer mentoring in higher education, with a particular focus on distance learning institutions.  

The scheme aims to help new students quickly orient themselves into the social world of distance higher education. The scheme is opt-in, and the mentoring relationship is a short vertical one with mentors recruited from the previous cohort. In the first iteration, the scheme was open to all students registered on two large first level modules in the Faculty of Arts and Social Sciences. The mentoring takes place in the first 12 – 14 weeks of the academic calendar via a dedicated one-to-one chat portal.  Mentors receive training and guidance covering topics from making that first contact to when and where to refer their mentee on. As well as the initial training, mentees are provided with a mentoring handbook, including FAQs and a point of contact with the mentoring team throughout the mentoring period. The second iteration (21J) is open to three modules in FASS: A111; DD105 and DE100. 

The analysis draws on a multi-method approach, gathering both qualitative and quantitative data. The qualitative analysis includes interviews with both mentees and mentors and content analysis of the discussions. The quantitative data analysis follows participants’ retention and progression as they progress through their first year of study. While the scheme is open to all students registered on the modules affiliated to the scheme, the analysis will particularly focus on students with widening participation markers. We are also investigating why those students, who chose not to participate in the scheme, did not take up the offer of a peer mentor. Theory of change (ToC) and sentiment analysis are being explored as useful evaluative tools. Research into peer mentoring often focuses on benefits to mentees only. However, findings from the initial pilots showed that as well as mentees, mentors benefit from being a peer mentor, gaining confidence and developing employability skills, and the current project seeks to explore this further.