What Exactly is Peer Learning? An Exploratory Analysis of Student Class Interaction.

Saved in:

Bibliographic Details
Title:	What Exactly is Peer Learning? An Exploratory Analysis of Student Class Interaction.
Authors:	Pleschová, Gabriela¹, McAlpine, Lynn²
Source:	Journal of University Teaching & Learning Practice. 2024, Vol. 21 Issue 7, p200-219. 20p.
Subject Terms:	Teachers, Learning, Class differences, Peers, Empirical research
Abstract:	The study explores a long-standing assumption that students learn from peers, and that this learning can be enhanced through carefully designed instruction. Nevertheless, empirical evidence about in-class peer learning designed by the teacher is lacking in how it is enacted and how students respond. We analysed class recordings, and perceptions of teachers and students in 15 Bachelor and Masters' class sessions in humanities, social sciences, and medicine at one European Union university. We found great variation in how teachers designed peer-learning activities. We saw, for instance, how the same strategy can vary in its effectiveness depending on the degree of teacher's tactical thinking and why some designs were more effective than others. By documenting the commonalities and differences across the classes, our study offers an empirical foundation on which to build a more robust understanding of how to recognise and compare manifestations of peer-learning in the classroom. [ABSTRACT FROM AUTHOR]
	Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	The study explores a long-standing assumption that students learn from peers, and that this learning can be enhanced through carefully designed instruction. Nevertheless, empirical evidence about in-class peer learning designed by the teacher is lacking in how it is enacted and how students respond. We analysed class recordings, and perceptions of teachers and students in 15 Bachelor and Masters' class sessions in humanities, social sciences, and medicine at one European Union university. We found great variation in how teachers designed peer-learning activities. We saw, for instance, how the same strategy can vary in its effectiveness depending on the degree of teacher's tactical thinking and why some designs were more effective than others. By documenting the commonalities and differences across the classes, our study offers an empirical foundation on which to build a more robust understanding of how to recognise and compare manifestations of peer-learning in the classroom. [ABSTRACT FROM AUTHOR]
ISSN:	14499789
DOI:	10.53761/2y2n6g17