Peer learning in higher education: learning from and with each other
... There is a vast amount of literature exploring the terminology and nuances of different types of peer learning and support (Keller & Porter, 2020;Topping & Ehly, 2001;Boud et al., 2001). Within the scope of this study, the key approaches, practices, and values are explored. ...
... Vast amounts of research share approaches to peer learning in the curriculum designed to enhance student learning and achievement of module learning outcomes (Thomas et al., 2017; see also Barrineau et al., 2019;Boud et al., 2001), develop professional skills and attributes relevant for the workplace (Chilvers & Waghorne, 2018;Burgess & Nestel, 2014), and share pragmatic ways of teaching and supporting large cohorts (Boud, Cohen & Sampson, 2001). There is not scope to examine these approaches in depth, but a summary of curriculum-embedded approaches to peer learning include the following examples: group work assignments (Hartley et al., 2022), peer feedback and peer assessment (Boud et al., 1999;Topping, 2018Topping, , 2009), peer-led critiques and reviews (Blair et al., 2007), action learning sets for focused group discussion (McGill & Beatty, 2001), simulated learning for practicing professional skills (Chernikova et al., 2020), and problem-based learning using case studies or briefs for group work (Yew & Goh, 2016). ...
... Vast amounts of research share approaches to peer learning in the curriculum designed to enhance student learning and achievement of module learning outcomes (Thomas et al., 2017; see also Barrineau et al., 2019;Boud et al., 2001), develop professional skills and attributes relevant for the workplace (Chilvers & Waghorne, 2018;Burgess & Nestel, 2014), and share pragmatic ways of teaching and supporting large cohorts (Boud, Cohen & Sampson, 2001). There is not scope to examine these approaches in depth, but a summary of curriculum-embedded approaches to peer learning include the following examples: group work assignments (Hartley et al., 2022), peer feedback and peer assessment (Boud et al., 1999;Topping, 2018Topping, , 2009), peer-led critiques and reviews (Blair et al., 2007), action learning sets for focused group discussion (McGill & Beatty, 2001), simulated learning for practicing professional skills (Chernikova et al., 2020), and problem-based learning using case studies or briefs for group work (Yew & Goh, 2016). ...
... In the course associated with this study, students were encouraged to work together and to use CATE to supplement their peer learning efforts. Boud [3] describes peer learning as "students learning from and with each other in both formal and informal ways". The informal aspect of peer learning refers to an incidental and often reciprocal style, without a tutor or instructor [4]. ...
... The informal aspect of peer learning refers to an incidental and often reciprocal style, without a tutor or instructor [4]. Informal peer learning differs from collaborative or cooperative learning [3][4] [5] as these styles are typically more structured and require more instructor involvement. According to Boud [3] students in a peer environment often communicate more, articulate understanding and are more open to criticism, compared to when faculty or staff are present. ...
... According to Boud [3] students in a peer environment often communicate more, articulate understanding and are more open to criticism, compared to when faculty or staff are present. Peer learning can also help students develop lifelong learning abilities, in addition to critical inquiry, reflection, teamwork, and communication skills [3]. And finally, from [6] "We know from research that the more students engage with other students in the class, as well as with professors, the more likely they are going to stay and get their baccalaureate degrees." ...
... https://doi.org/10.1080/21568235.2025.2457466' 6 learning and learning 'how to learn' in higher education (Boud, Cohen, and Sampson 2013). ...
... While the peer feedback in general was richer and more detailed than might be expected of first-year students, the selected criticisms were verified by the seminar tutor in reading all the feedback. The observation helps to support the view of Boud, Cohen, and Sampson (2013) in that a peer learning activity 'will only be acceptable to students if 'This is an original manuscript of an open access journal article published by Taylor & Francis: Ardill, N. (2025). Peer feedback in higher education: student perceptions of peer review and strategies for learning enhancement. ...
This article explores student perceptions and experiences of peer review, the influences on potential feedback uptake, and the value attributed to discourse and collaborative learning processes in personal development. Higher education is increasingly promoting active student engagement in feedback, yet perceptions of the quality of feedback experiences, as voiced in evaluations and national student surveys, appear to contradict this movement’s aims, calling into question the effectiveness of current practice. This article aims to contribute to the development of dialogic feedback approaches by identifying potential barriers and enablers to effective peer review, with this insight significant for improving student learning experiences. Based on a qualitative study and thematic analysis of formative peer review practice by undergraduate students, it found that peer reviews are valued as a dialogic feedback practice because they encourage independent learning, and that they offer significant value in developing critical thinking skills and self-reflection. Key student engagement factors include constructive learning environments, emotional management, tutor-student power relations, and iterative cycles of developmental learning. The theoretical and practical implications of these findings are discussed. The article contributes novel strategies for advancing peer review practice and embedding dialogic feedback within higher education to increase student agency over their own learning.
... Through PL practices, students reinforce the knowledge and skills they learn by interacting with each other. They acquire new knowledge and skills and identify learning gaps, finding opportunities to fill these gaps together with their peers (Boud, 2014). According to Bandura (1986), behavior and the environment are in a reciprocal interaction. ...
... PL'nin amacı, öğretmen rehberliğinde öğrencilerin akranlarından öğrenmelerini sağlamak ve bilgi edinim süreçlerini desteklemektir (Topping vd., 2017). Bu uygulamalar sayesinde öğrenciler, birbirleriyle etkileşerek öğrendikleri bilgileri pekiştirme, eksikliklerini tamamlama ve yeni bilgi ile beceriler kazanma fırsatı bulurlar (Boud, 2014). Bandura'ya (1986) göre davranış ve çevre, karşılıklı bir etkileşim içinde bulunmaktadır. ...
The purpose of this study is to examine the impact of peer learning (PL) on student outcomes. To this end, 11 first-order meta-analysis (FOM) studies were reviewed. FOMs were accessed from the Web of Science, Scopus, Medline, Eric, Academic Search Ultimate, PsycNet, and Google Academic databases. The searches cover the years between 2000 and 2024. FOM (Factoring-Out Misconceptions) research encompasses both K-12 and higher education levels. While k=5 studies reported Cohen’s d effect size indexes (d), k=11 studies reported Hedge’s g effect size indexes (g).İn this analyses totals sixteen effect size (k=16) values obtained from FOM studies have been statistically analyzed. The research method used was second-order meta-analysis. Statistical analyses were conducted under the random model. Publication bias of effect sizes was examined. The study concluded that the impact of PL on student outcomes is weak (ES= .40 [CI= .33-0.47], p < .01). It was found that the effect sizes between PL and student outcomes have low levels of publication bias. It has been observed that PL has a higher impact on academic achievement compared to affective, professional skills, and social skills. It was also found that the effect sizes vary according to the languages of primary studies and the publication bias status of FOM studies. The group of FOMs exhibiting publication bias has a high-level effect size (while other groups have produced low-level effect sizes.
... The fifteenth day's peer review process was a vital mechanism of academic refinement. The opportunity to present our research proposals and receive constructive feedback from peers and Professor Gnawali was invaluable in refining our proposals and addressing potential areas for improvement (Boud et al., 2001). The collaborative nature of the peer review process emphasized the value of constructive criticism and continuous refinement in academic research. ...
... The sixteenth day's final proposal presentations were similar to a grand academic showcase. The opportunity to present our research proposals and receive feedback from peers and Professor Gnawali was instrumental in refining our proposals and ensuring they met high academic standards (Boud et al., 2001). The feedback sessions emphasized the importance of clarity, coherence, and methodological rigour in research proposals. ...
This reflective paper explores my transformative learning journey in the Advanced Qualitative Research Methods course at Kathmandu University under the guidance of Professor Laxman Gnawali. spanning 17 dynamic sessions. The course delves into the rich tapestry of qualitative research paradigms and methodologies, accentuating the vital role of reflexivity and participant engagement in shaping authentic narratives. Through collaborative dialogues and peer presentations, I unearthed the nuances of various qualitative approaches, including narrative inquiry, ethnography, auto-ethnography, grounded theory, and phenomenology, each contributing to a deeper understanding of the intricate relationship between research design and lived experiences, particularly within the realm of English Language Teaching. This reflective account not only highlights the profound influence of mentorship and experiential learning on my academic trajectory but also celebrates the art of qualitative inquiry as a means to illuminate the complexities of human experience in educational contexts. As I embark on future research endeavors, this course has equipped me with essential skills and insights to engage meaningfully with the narratives of others in the ever-evolving landscape of ELT.
... This research provides a unique perspective on the field of peer learning research. This evaluation focuses on a peer-assisted learning (PAL) scheme, which stands out from most other peer learning schemes by not incorporating a tutor from a higher phase level (Boud et al., 2001;Capstick et al., 2004;Falchikov et al., 2001). Many PAL evaluations compare data before and after an intervention, or from the first and second rounds. ...
... Using action research, we successfully completed three phases of implementation and enhancement, showcasing sustained initial progress. Like peer learning pioneers and scholars, students evaluated the social aspects of learning positively, indicating that they enjoyed studying together (Boud et al., 2001;Capstick et al., 2004;Falchikov et al., 2001). The seminars allowed students to share their thoughts without feeling ashamed or evaluated by academics, who are considered experts, according to Baldry Currens (Baldry et al., 2003). ...
The purpose of this study was to evaluate the effectiveness of a peer-assisted learning (PAL) program among second-year MD students at the National University of Oman. The program involved optional, scheduled PAL sessions that combined a peer-assisted model with student-led activities. In general, the evaluation revealed that most students were in favour of PAL as a means for enhancing social aspects of learning but did not view PAL as a major factor in developing study skills or assignment preparation. During that jump in satisfaction between stages 1 and 2, very clear yet powerful improvements occurred. The benefits persisted until the 3rd stage, primarily due to the clearer guidance. We have found that PAL enables a productive learning environment. However, it is critical to acknowledge that this type of implementation is not automatic and that learners require guidance to organize their sessions efficiently.
... The lower improvements with Questions 1-3 are likely due to an uncertainty in personal preference or an uncertainty in regard to the specific topic learned. Boud (2001) describes that the effectiveness of traditional instructor-led teaching versus PBL could depend upon the specific topic learned. Therefore, when the students were asked to answer the pre-questionnaire, they may have been uncertain of their preference at that 452 Using Project Based Learning to Improve Student … ...
... La esencia del modelo es la adquisición de conocimientos y habilidades a nivel individual desde la experiencia cooperativa, caracterizándose por el intercambio de información, el cuestionamiento, la estimulación mutua y la conciencia de la responsabilidad de los resultados del aprendizaje a nivel de grupo. En este sentido, se plantean situaciones para el aprendizaje en las que los y las estudiantes tienen oportunidades recíprocas de aprender de los otros y con los otros (Boud et al., 2014;Izquierdo et al., 2019;Volkova et al., 2020). Esta metodología, pues, permite compartir experiencias de aprendizaje mientras se fomenta un trabajo en torno a lo emocional y a un crecimiento cultural interdependiente. ...
La diversidad en el aprendizaje requiere de intervenciones didácticas orientadas a garantizar una equidad educativa que debe concitar con éxito lo cognitivo con lo emocional. Es por ello por lo que desde la formación inicial de docentes se han de plantear programas de intervención pedagógica que den respuesta a estas nuevas necesidades formativas. En este sentido, la investigación educativa que presenta este artículo se sirve de los principios del estudio de caso para dar respuesta a una evaluación cualitativa de los aportes del Aprendizaje Basado en Proyectos Artísticos (ABP-A) ante un cambio de perspectiva formativa que parte de los principios del Diseño Universal para el Aprendizaje (DUA). Los resultados obtenidos evidenciaron cómo la metodología activa de naturaleza colaborativa que se adoptó en el proyecto supuso un espacio de participación para todo el alumnado que mejoró la formación de docentes en el contexto de una pedagogía del arte inclusiva. Se puso de manifiesto, además, el potencial del método para dar respuesta a las exigencias de una Educación Artística renovada y contemporánea. Se concluye señalando cómo los principios del ABP-A sitúan nuestra disciplina en un marco pedagógico que, alejado de la exclusiva transformación de materiales a través de la manipulación, atiende las diferencias en la forma en que cada estudiante percibe y comprende la información.
... Besides, many studies have suggested that peer interaction promotes learning (e.g. Boud et al., 2013;Crouch & Mazur, 2001;Philp et al., 2014;Topping, 2005), which naturally leads to positive impact of interactive activities on SDL. Thanks to advancement of technologies, it is very easy today even for self-directed learners to interact with other learners using online tools. ...
Ohashi, L., Delgrego, N., Underwood, J., & Abe, M. (2021). Teachers as self-directed learning guides. In P. Clements, R. Derrah, & P. Ferguson (Eds.), JALT2020: Communities of teachers & learners pp. 259-266. JALT. https://doi.org/10.37546/JALTPCP2020-32
... Fundamentally, peer tutoring refers to a learning environment where students learn together and from each other as equal learners without exerting authority over any learner, based on the ideology that "students learn a great deal by explaining their ideas to others and by participating in activities in which they can learn from their peers" (Boud et al., 2014). Consequently, peer tutoring upholds intellectual development and improves academic and social skills for both tutor and tutee (De Backer et al., 2015;Eslami et al., 2015). ...
With the recent data revealing the performance status of Filipino learners in science aggravated by the negative effects of the pandemic, a concerted effort is directed toward exploring how learners learn science concepts in the current educational landscape to address issues of poor conceptual understanding and a learning gap. This qualitative study explored the perceptions of STEM learners on different ways of learning science concepts and how teachers developed the habits and attitudes of learning science among their students to develop conceptual understanding. Using a descriptive phenomenological approach, a semi-structured interview guide was conducted among 15 teachers with their corresponding students (n = 60) to explore their strategies and purposeful ways of learning and understanding concepts in science. Thematic analysis revealed five themes that describe STEM learners’ science learning process: extended reading, recalling, and rewriting; seeking help from MKO (more knowledgeable others); self-directed learning; acquisition from learning resources; and experiential learning. Both learners’ and teachers’ narratives emphasized the need for diverse approaches catering to the needs, interests, and contexts of every individual to promote the science of learning among students. While learners are struggling to concretize abstract concepts in science, their varied intentional science of learning enables them to navigate in the learning process.
... Additionally, what seems also crucial as far as the focus of the current work is concerned, tutoring (as well as peer feedback) in higher education also assumes that learning is enhanced through peer interaction and collaboration. As peer learning theories suggest, students can benefit significantly from learning with and from each other (Boud et al. 2014) and tutors, often peers themselves, provide a relatable and sup-portive learning environment that encourages collaboration and mutual learning. ...
This paper investigates the challenges faced by contemporary univer-sities and highlights the need for innovative educational strategies in response to social, cultural, and environmental changes. As the Inter-net shifts the role of educators from sole knowledge providers to facil-itators of student-centred learning, peer tutoring and peer feedback emerge as pivotal methods for enhancing academic success and per-sonal growth. Central to this discussion are two case studies from the University of Groningen's Masters of Didactics program in 2022-2023, which il-lustrates a practical application of these strategies. The paper also re-views theoretical foundations of these methods, drawing on construc-tivist learning theories and Zone of Proximal Development. Key ele-ments for successful implementation of the strategies discussed in the case studies include trained tutors, well-informed students, struc-tured sessions, personalized support and continuous feedback. These characteristics not only enhance the learning experience but also cul-tivate essential interpersonal skills. Our findings underscore the positive impact of integrating peer tu-toring and feedback on student engagement, collaboration, and aca-demic performance. This paper advocates for the widespread adoption of these pedagogical approaches in higher education, emphasizing their role in creating an inclusive and effective learning environment that prepares students for future academic and professional chal-lenges.
... Peer teaching is a learning method that has been used in learning with other students as tutors or teachers (Boud et al., 2014). Peers are the ones who first teach about activities in daily life (Baltzersen, 2023). ...
The aim of this study was to investigate the impact of learning methods and motivation on basketball performance outcomes among eighth-grade students at SMP Negeri 07 Mukomuko. The research employed a quasi-experimental design to evaluate student motivation using descriptive and qualitative analysis, while basketball performance was assessed through quantitative analysis. The study population included 109 students enrolled in basketball classes at SMP Negeri 07 Mukomuko. The sample was 43 students. Data on learning motivation were gathered through questionnaires, and skill tests were used to evaluate learning outcomes. Data analysis was conducted using two-way analysis of variance (ANOVA) and the Tukey test. Prior to performing variance analysis, prerequisite tests were conducted to check for normality using the Lilliefors test and variance homogeneity using the Bartlett test, with a significance level set at α = 0.05. The results state that the inquiry teaching learning method is more effective in improving basketball playing skills than the peer teaching learning method. The group with a high level of motivation had better basketball playing skills compared to the group with a low level of motivation. There is an interaction between learning methods and learning motivation on improving basketball playing skills.
... Ashford & Cummings (1983) states that "through feedback, employees develop a better understanding of their job, thereby enhancing self-efficacy and job satisfaction". The direct feedback relevant in UBA, whether from superiors or equals, plays a dual role: it encourages positive behaviours but also points out areas of needed improvement constructively (Boud, Cohen, & Sampson, 2014). ...
... А значит -новая лексика снова и снова в ротации, причём в контексте -в своём ближайшем окружении. А это, как известно, гарантия эффективного овладения новой лексикой [15]. ...
Целью данной статьи является всесторонний анализ использования метода Peer Assessment преподавателями Департамента иностранных языков и межкультурной коммуникации Факультета международных экономических отношений при преподавании студентам 3-го курса дисциплины «Иностранный язык (специальный) (английский язык)». У данной образовательной концепции нет строгого определения. В широком смысле под методом Peer Assessment понимают такую модель образования, когда люди обучают друг друга. Они тесно взаимодействуют в процессе — обмениваются опытом, знаниями и информацией — и так формируют связи, создают сообщества, основанные на принципах поддержки и взаимопомощи. При этом преподаватель или инструктор выступает в таком обучении не в качестве источника нового знания, а в роли создателя и фасилитатора образовательной среды. Таким образом, Peer Assessment — это разновидность активного обучения. Равными обычно считают участников образовательного процесса, которые находятся на одной ступеньке в учебной иерархии: школьников, студентов, коллег. Между ними нет административного подчинения, поэтому здесь нет места ни наставлениям, ни указаниям, ни тем более наказаниям. В ходе исследования был проведён исторический обзор подходов к методу Peer Assessment, рассмотрены его современные трактовки и виды. Автор рассматривает данный метод как основной инструмент развития критического мышления у обучающихся, их умения работать в команде, формирования у них прочных языковых навыков и речевых умений. Сформулированы четкие критерии оценивания работы одногруппников для самых различных видов деятельности. На основании проведенного исследования автор приходит к выводу о преимуществах и условиях метода Peer Assessment и как специфической обучающей методики, и как инновационной формы контроля. Также даны рекомендации по применению указанного метода, позволяющего наилучшим образом формировать важные профессиональные компетенции будущих специалистов: способность вырабатывать собственные стратегии действий, планировать управленческие решения, оценивать аргументы «за» и «против», работать с профессиональной литературой.
The purpose of this article is a comprehensive analysis of the use of the Peer Assessment method by teachers of the Department of Foreign Languages and Intercultural Communication of the Faculty of International Economic Relations in the course of teaching 3rd year students the discipline “Foreign Language (special) (English)”. This educational concept has no strict definition. In a broad sense, such a model of education is understood when people teach each other. They interact closely in the process — they exchange experience, knowledge and information — and so form connections and create communities based on the principles of support and mutual assistance. At the same time, the teacher or instructor acts in such training not as a source of new knowledge, but as a creator and facilitator of the educational environment. Thus, it is a kind of active learning. Participants in the educational process who are on the same step in the educational hierarchy are usually considered equal: that is, schoolchildren, students, colleagues. There is no administrative subordination between them, so there is no place for instruction, guidance, let alone punishment. In the course of the study, a historical review of approaches to the Peer Assessment method was conducted, its modern interpretations and types were considered. The author considers this method as the main tool for the development of students’ critical thinking, the ability to work in a team, the formation of language proficiency and speech skills. Clear criteria for evaluating the work of classmates in a variety of activities are formulated. Based on the conducted research, the author comes to the conclusion about the advantages and conditions of the Peer Assessment method both as a specific training technique and as an innovative form of control. Recommendations are also given on the application of this method as the best way to form important professional competences of future specialists: ability to develop their own strategies of action, plan management decisions, evaluate arguments for and against, work with professional literature.
... In addition, Mosaic users can reflect on their processes with others through the form of feedback, which may help them identify gaps between their intent and how others perceive their work [21]. Those who help by participating in this reflective process can also benefit from newly generated insight [12]. ...
Online creative communities allow creators to share their work with a large audience, maximizing opportunities to showcase their work and connect with fans and peers. However, sharing in-progress work can be technically and socially challenging in environments designed for sharing completed pieces. We propose an online creative community where sharing process, rather than showcasing outcomes, is the main method of sharing creative work. Based on this, we present Mosaic---an online community where illustrators share work-in-progress snapshots showing how an artwork was completed from start to finish. In an online deployment and observational study, artists used Mosaic as a vehicle for reflecting on how they can improve their own creative process, developed a social norm of detailed feedback, and became less apprehensive of sharing early versions of artwork. Through Mosaic, we argue that communities oriented around sharing creative process can create a collaborative environment that is beneficial for creative growth.
... Educators may include groupwork activity in subject design to promote deeper learning of subject content (Gaudet et al., 2011) or to focus on the communication and collaborative skills prized by prospective employers (Kotey, 2007). The social interactions afforded through group work support development of skills to successfully work in teams (Boud et al., 2001). This includes development of critical self-awareness of students' own learning through the exchange of feedback with group members. ...
The arrival of ChatGPT and other generative AI (genAI) tools has ushered in a new era in education and presented significant challenges to academic institutions. It has also delivered new concerns for educators who seek to support, and to certify, students’ learning. In addition, the potential and in some cases the necessity for students to learn to engage these new tools in preparation for future work in a professional or research context is emerging apace. This raises important questions for the form and focus of student learning in higher education. It also calls for guidance for educators, especially those who may not be familiar with the operation or implications of these new technologies for their teaching. This paper presents an innovative typology for designing assessment in this context, and that offers language to discuss academic integrity issues and to authorise AI use. The typology draws on and extends scholarship related to groupwork, considering the role of the genAI as a ‘group member’. It provides examples of related approaches to assessment design, and of level descriptors that educators may use as a basis for rubrics to recognise and define the qualities of good student use of genAI tools in this context.
... Researchers have found that an important aspect of engagement is student-peer relationships such as student partners, student tutors to workplace/lab partnerships, private study groups, workplace mentoring and community activities (Boud, 2001). In these relationships, students were unhesitant to ask for help, sought clarification of concepts as they posed, challenged each other to think more critically, as opposed to a person in a position of authority, the instructor. ...
Developing student engagement online necessitates creating a specifically designed online site to foster interaction alongside regularly structured academic requirements. By creating this deliberative opportunity, students share and discuss varied perspectives on current and controversial issues. Using data from a spring 2023 collaboration course across the two geographically dispersed universities in New York and Texas, student engagement forms were assessed for their academic educational outcomes. Significant findings revealed that students challenged and clarified their varied perspectives across the institutions. In addition, their interaction and engagement resulted in greater satisfaction with their course work while lessening their learner isolation during our social distancing protocols.
... Además, las interacciones positivas y el apoyo social entre docentes pueden promover un ambiente de trabajo colaborativo, donde los docentes comparten recursos, conocimientos y estrategias pedagógicas, favoreciendo el desarrollo profesional y la innovación en la enseñanza. La creación de redes de apoyo dentro del entorno educativo no solo mejora la calidad de la enseñanza, sino que también refuerza la identidad profesional de los docentes al proporcionar un sentido de cohesión y pertenencia al grupo (Boud et al., 2014). ...
El libro " Tejiendo Identidades: Un Viaje a la Esencia del Docente de Educación Básica en Perú" ofrece una exploración exhaustiva y detallada sobre la identidad social de los docentes en el sistema educativo peruano. Este análisis está estructurado en en tres capítulos, los cuales implican: Capítulo I: Referentes Teóricos, en este capítulo, se exploran las investigaciones más relevantes de los últimos años para contextualizar la problemática. Capítulo II: Nociones Básicas de la Identidad Social, el capítulo se dedica a desglosar las nociones básicas de la identidad social, profundizando en cómo estas nociones se aplican al contexto educativo. En este apartado, el libro establece un sólido marco teórico al revisar los conceptos clave y las teorías relevantes sobre la identidad social. Este capítulo proporciona una base comprensible para los lectores al presentar los conceptos fundamentales de la identidad social. Aquí se exploran las dimensiones esenciales de la identidad social, proporcionando un contexto teórico necesario para interpretar los hallazgos de la investigación. En tanto, en el Capítulo III: Identidad Social del Docente de Educación Básica Regular en el Perú, este recoge el núcleo de este libro pues está centrado en la identidad social de los docentes de Educación Básica Regular (EBR) en Perú. Este estudio, de tipo básico y con un enfoque cuantitativo, emplea un diseño descriptivo para explorar en profundidad cómo los docentes experimentan y perciben su identidad social. La investigación se realizó utilizando una encuesta como técnica principal de recolección de datos, con un cuestionario cuya confiabilidad fue comprobada mediante el Alfa de Cronbach, alcanzando un índice notable de 0.97. La validez del cuestionario se confirmó a través de un análisis factorial confirmatorio (AFC), asegurando que el instrumento medía de manera efectiva las dimensiones teóricas propuestas. La muestra se seleccionó mediante un muestreo aleatorio estratificado, incluyendo a docentes de ambos sexos y con edades entre 25 y 55 años, sin considerar la condición social, cultural, económica o religiosa. Los datos fueron procesados utilizando el software IBM-SPSS 27, lo que permitió un análisis exhaustivo y una interpretación precisa de los resultados. Los hallazgos revelan que el 41.1% de los docentes se encuentra en un nivel bajo de identidad social, y el 34.8% en un nivel regular. En la dimensión de contexto intergrupal, el 38.6% está en un nivel regular y el 37.3% en un nivel bajo, indicando una percepción negativa del entorno grupal. En la dimensión de percepción del concepto intergrupal, el 36.1% está en un nivel bajo y el 32.9% en un nivel regular. La dimensión de atracción hacia el endogrupo muestra que el 47% está en un nivel bajo y el 32.2% en un nivel regular, revelando una débil conexión con el grupo. En cuanto a la interdependencia de creencias, el 43.7% está en un nivel bajo y el 30.4% en un nivel regular. Finalmente, en la dimensión de sentimiento de valía y orgullo, el 57.6% se encuentra en un nivel bajo, indicando una falta de compromiso y desinterés en la institución. Este capítulo concluye que existe una necesidad urgente de mejorar la percepción intergrupal, la atracción hacia el endogrupo y el sentimiento de valía y orgullo entre los docentes. La investigación ofrece una visión crítica y detallada, proponiendo intervenciones específicas para fortalecer la identidad social de los educadores y mejorar su bienestar profesional en el sistema educativo peruano.
... Group learning, cooperative learning [27,28] and peer learning [29][30][31], are instructional approaches that emphasize collaborative and social interactions among students. These methods go beyond traditional individual learning models, encouraging students to work together to achieve common learning goals. ...
Extensive research has probed the impacts of personality traits on student satisfaction, academic anxiety, and performance, with particular attention paid to their implications during the COVID-19 pandemic. Notably, a conspicuous gap is discernible in the existing literature concerning investigations that scrutinize the influence of personality on group learning among different COVID-19 lockdown phases (e.g., pre, during, and post-lockdowns). This study endeavors to fill this gap by undertaking an examination of the fluctuations in group performance within data science curricula. This inquiry considers student cohorts comprising diverse personality traits across distinct phases of lockdowns. Through the investigation of 84 student groups, our research has unearthed intriguing correlations and patterns linking group performance with four influential factors, including personality traits, the lockdown phases (i.e., pre, during and post-lockdowns), the joint factor of lockdowns and personality traits, and the implemented COVID-19 policies (e.g., mask-wearing and social distancing) during the early-stage of back-to-schools. The interesting findings revealed from our studies have the potential to propel the advancement of our comprehension within the field of educational psychology and may serve as catalysts for heightened scrutiny of student personality traits, thereby motivating educators to refine their pedagogical approaches in collaborative learning experiences.
... There is not scope to examine these in depth, but a summary of examples of curriculumembedded approaches to peer learning include group work assignments (Hartley et al, 2022); peer feedback and peer assessment (Boud et al, 2014), peer led crits and reviews (Blair, Blythman and Orr, 2007), action learning sets for focused group discussion (McGill and Beaty, 2001), simulated-learning for practising professional skills (Chernikova et al, 2020) and problem-based learning using case studies or briefs (Yew and Goh, 2016). Examples of the literature that met the inclusion criteria but were still embedded within the curriculum included studies such as a group peer supervision for a nursing research dissertation module (Baker et al, 2014); a Collaborative Learning in Practice model for nursing students whilst on placement, involving mentoring relationships and group support (Williamson et al 2020) and group peer tutoring for supporting psychology students' learning of statistics (Cantinotti, Désormeaux-Moreau, and Balbinotti, 2017). ...
A literature review of Peer-led learning and support
... Concurrently we need to persist in our effort to understand students' perceptions and experiences of our teaching and learning propositions. This helps us support students develop the competences for learning in groups (Jaques & Salmon, 2008) and peer learning (Boud, Cohen & Sampson, 2014) and the development of networked learning we refer to in our calls for 21st century competences expected of 21st century learning and teaching. In a local context where a lot is currently on the political and executive tables to see artificial intelligence and immersive technologies compellingly transforming mainstream societal sectors including education (Malta the Ultimate AI Launchpad: A Strategy and Vision for Artificial Intelligence in Malta 2030), this author is of the believe that in our HE we urgently need to wake up and make a start for making the HE course experience a first port of call for our students (and community participants) and making their learning experience "an opportunity to think and dream" (#2) as one of the research participants put it; remodelling our HE teaching and learning (indisputably permeated by digital tools and practices nowadays) that safely and without intimidation truly supports student (networked) learning today and tomorrow. ...
In the higher education sector both networked learning and inquiry-based learning are signalled as flexible pedagogical approaches which support and encourage the development of skills, competences and qualities expected of “21st century” learning. Whereas networked learning distinctively attends to connectedness enhanced and mediated by technologies for the creation of learning networks and socio[1]material assemblages, inquiry-based learning distinctively brings together teaching and researching encouraging students' learning engagement and development. A networked practice inquiry approach was envisaged as helpful to encourage postgraduate students to engage for learning on and with digital technologies and inspire professional practice development. Past the course experience an interpretative study was taken up in an attempt to obtain an initial picture of the student perspective of this course approach. This paper shares a preliminary qualitative picture describing students’ viewpoint of the networked practice inquiry learning experience. It is a first glimpse into technology enhanced and mediated learning experience of the postgraduate student in Malta. These preliminary findings suggest that students are forward looking. Students demand and celebrate innovative digital tools and practices in and for learning, especially when these are seen accommodating them and resonating to their wider life and work practice experiences. They are generally enthused to assume explorative and inquiry attitudes into life and work practices for learning and practice development. They are also into connectedness for learning but on their own terms. This is a threefold appeal coming from mature students regarding their higher education course experience which, in a local context of fast developing socio-technological change, is simultaneously energising and challenging. Considering that in the local context there is currently a lot of work going on the political and executive tables to see artificial intelligence and immersive technologies compellingly transforming mainstream societal sectors including education, in the local higher education scene we urgently need to make a start for making the course experience the first port of call where one has the "an opportunity to think and dream" as one of the research participants put it; constructively and critically laying down our future and that of the generations to come.
... Course design aspects, such as including spaces to discuss feedback quality, enhancing students' self-assessment abilities, fostering goal-setting skills, and providing multiple opportunities to apply given feedback have been shown to support effective feedback [5]. Studios, which encourage informal and ongoing dialogue, embody effective feedback pedagogy by providing multiple feedback sources [1], teaching real-world problem-solving [6], fostering teamwork and objective setting [7], and encouraging iterative design practices [8]. At the same time, since students are exposed to various (at times conflicting) perspectives from both instructors and peers, it can be quite challenging for them to discern which feedback to incorporate in their designs [9]. ...
... This aligns with the findings of Hülsheger et al. [30], who found that clear communication channels and structured processes are critical for effective team functioning. Additionally, the instances of personal accountability and leadership align with the findings of Salas et al. [31] and Boud et al. [32], who emphasized the role of shared leadership and mutual accountability in high-performing teams, suggesting that active engagement in team roles enhances learning outcomes. ...
Background: Undergraduate Research Programs (URPs) provide students with opportunities to engage in authentic research experiences under the mentorship of faculty members. URPs are increasingly recognized as an important component of undergraduate education, as they can help students develop critical thinking skills, research skills, and teamwork skills. A notable initiative in this regard is the Research Experiences for Undergraduates (REU) funded by the National Science Foundation (NSF) which highlights the importance of such programs in science, engineering, and mathematics. Effective teamwork is essential for success in URPs, as students often work together to design and conduct experiments, analyze data, and write research papers. Effective teamwork can also help students to learn from each other and to support each other through the challenges of research.
Purpose: The purpose of this study is to examine the experiences of undergraduate students regarding teamwork in a collaborative REU program using Tuckman’s Group Development Theory. The central research question guiding this study is: "How do undergraduate students experience and manage teamwork in collaborative research settings?" The study aims to identify the strengths and challenges of teamwork in URPs, as well as the methods and processes that students use to manage teamwork effectively.
Methods: The study was conducted in a 10-week summer, full time, onsite REU program at a large Midwestern University. Fourteen students from all over the US worked in teams on a variety of research projects in the fields of engineering and applied energy at the host university. At the end of the program, the students completed a guided reflection, and the collected data was thematically analyzed to reveal perceptions about their experiences working as a team.
Results: Students reported diverse strengths in teamwork, such as the importance of differing perspectives and experiences, positive mentorship dynamics, and the value of adaptability and effective communication. Challenges included issues with resource management, conflict due to differing and rigid opinions, and communication barriers, especially in culturally diverse groups. Students utilized organizational tools and strategies, conducted regular meetings, and emphasized personal accountability and leadership to manage these challenges effectively.
Implications: The study emphasizes the need for structured protocols in URPs for managing shared resources and cultural diversity. Incorporating cultural competence training and clear conflict resolution mechanisms can enhance team collaboration. Expanding the role of mentors beyond subject matter expertise to include the facilitation of team dynamics and providing systematic mentor-mentee matching could further improve teamwork efficacy. Policies should also focus on developing interdisciplinary teams and soft skills. Encouraging engagement with URP alumni as well as the industry can provide current participants with networking opportunities, career advice, and insights into the long-term benefits of URPs. Finally, research can be demanding, therefore, providing mental health support and stress management resources for students participating in URPs can help students maintain a healthy work-life balance.
... The "peer learning model" means that one RN is responsible for the supervision for two nursing students instead of the ordinary one-to-one, and the peer shall actively seek solutions and answers. The core elements of the model are a close collaboration with a peer, reflection, communication, self-and peer assessment (Boud, Cohen & Sampson, 2016). The findings of Sandvik, Karlsson, Zetterman, and Eskilsson (2020) indicate that the model can enhance learning. ...
A healthy work environment in health care requires that staff feel in control and are provided with self-development opportunities, information and adequate resources, all of which lead to job satisfaction. Lifelong learning for health care staff has received increasing attention as a step towards an attractive workplace and safer care. However, people in working life demand conditions that enable them to participate in educational activities. The aim of this paper is to describe experiences of creating and distributing short, flexible and networked courses in higher education, for health care personnel’s lifelong learning. Following research questions are included: what challenges have been identified by higher education staff when creating flexible courses for lifelong learning based on networked learning? and what, in the course design, was essential for the students networked learning? The project was built on the assumption that knowledge is empowering for staff and patients, and that organizational learning and behaviour is central for quality. The sociocultural theory of learning, which claims that all humans are willing and able to learn, and that people learn when they realize that the knowledge is relevant and important to them, has inspired. One pilot course was developed, and this paper focuses on the preliminary findings for the course “Peer learning”. E-mail, memos and notes were used as data and examined with thematic analysis. The findings showed four themes that answered the aim: identifying courses in collaboration; recruiting and maintaining the participants; learning activities in the course design and improving the course. It was important to have flexibility along with some structure in the course. The three components in networked learning contributed to learning and motivation during the course: relationship between educators, gatekeepers and students, the technology in the digital classroom, and a collaborative engagement. It seems successful working together and networking between the two organizations (university and health care) for a common purpose. The conclusion focuses further on the importance of building a robust network as well as bringing new ideas and needs for lifelong learning from the health care to the university. Further data collection is needed to get additional and deeper insights of health care managers along with workforce experiences and wishes for lifelong learning.
... Nel contesto di trasformazione dei processi di costruzione del sapere nelle società complesse, digitalizzate e globalizzate, il peer tutoring si sta diffondendo per rispondere alle esigenze formative degli studenti e promuovere (Arrand, 2014;Colvin 2007;Falchikov 2001;Goodlad 1995;Boud et al., 2001). ...
... There is not scope to examine these in depth, but a summary of examples of curriculumembedded approaches to peer learning include group work assignments (Hartley et al, 2022); peer feedback and peer assessment (Boud et al, 2014), peer led crits and reviews (Blair, Blythman and Orr, 2007), action learning sets for focused group discussion (McGill and Beaty, 2001), simulated-learning for practising professional skills (Chernikova et al, 2020) and problem-based learning using case studies or briefs (Yew and Goh, 2016). Examples of the literature that met the inclusion criteria but were still embedded within the curriculum included studies such as a group peer supervision for a nursing research dissertation module (Baker et al, 2014); a Collaborative Learning in Practice model for nursing students whilst on placement, involving mentoring relationships and group support (Williamson et al 2020) and group peer tutoring for supporting psychology students' learning of statistics (Cantinotti, Désormeaux-Moreau, and Balbinotti, 2017). ...
This qualitative meta-synthesis examines the interplay between techno-pedagogical skills, social competencies, and interpersonal relationships among professors in higher education institutions (HEIs). Techno-pedagogical competency entails the effective integration of technology into teaching practices to improve educational quality and student engagement. As digital tools transform instructional methods, continual professional development is crucial for instructors to adapt. Social competency involves managing academic interactions and creating a supportive environment, which is essential for effective teaching and student achievement. Whereas, strong interpersonal relationships between professors, students, and peers greatly influence teaching effectiveness and student outcomes. This synthesis of qualitative research underscores the complexities and facilitators of these competencies and highlights the need for comprehensive strategies. Effective approaches include targeted technology training, active learning methods, and regular formative assessments. Tackling digital literacy issues and fostering supportive relationships are crucial for developing a skilled and adaptable faculty, thereby enhancing the educational experience in HEIs.
The rapid integration of digital technologies into public administration has fundamentally transformed governance, requiring public officials to develop advanced digital competencies. This chapter explores the critical areas for future development, including artificial intelligence (AI), machine learning (ML), blockchain technology, ethical AI, the internet of things (IoT), and cybersecurity. It examines the role of these technologies in enhancing transparency, efficiency, and citizen engagement while addressing the ethical challenges posed by algorithmic bias and data privacy concerns.
The dynamic nature of healthcare organisations requires their workforce to keep abreast of advances in knowledge and practice. However, healthcare professionals can experience unique challenges when undertaking part-time higher education study. They often encounter difficulties such as time constraints, burnout, and limited access to study resources. This chapter explores part-time, professional MSc student learners’ experiences of learning while working, identifying the barriers and facilitators that impact their studies. The chapter draws on published literature and a survey we conducted in Wales to provide insights into the experiences of part-time healthcare students. We offer practical recommendations for improving the educational experience such as providing protected study leave, fostering strong educator–student relationships, and utilising blended learning techniques to enhance accessibility and relevance. The chapter advocates for an inclusive approach to adult education, which values practical, experience-based learning and promotes flexibility to accommodate professional and personal commitments.
In contemporary engineering education, collaborative techniques have been shown to create more substantial and enduring knowledge among students. The shift from solitary learning to group-based learning has posed a significant challenge, especially when individuals need to effectively communicate and collaborate with their peers in both industrial and social contexts. This paper delves into a practical, collaborative activity implemented within the undergraduate Power Systems course in the Electrical Engineering curriculum, employing the Jigsaw method. It provides a comprehensive overview of the activity, detailing the challenges encountered and the solutions and recommendations devised to address these issues in both small and large classroom settings. The case study conducted demonstrates how the Jigsaw technique enhances students' understanding and retention of the course material, thereby improving overall learning outcomes. Keywords- Collaborative learning, Jigsaw, Group activity, Engineering Education
Artificial intelligence is increasingly implemented in higher education, offering customized interventions and timely feedback to enhance learning experiences. While these tools have the potential to improve educational outcomes, they also introduce ethical risks and sociotechnical implications such as reduced learner autonomy. Current ethical discussions often focus on computational issues and overlook the nuanced impacts from students’ perspectives, which may increase students’ vulnerability. Taking a student-centered approach, we apply the Story Completion Method to investigate students’ concerns about adopting analytics-based AI tools in education. Seventy-one participants responded to the story prompts, which we analyzed qualitatively to uncover perceptions about how these tools may reshape pedagogical aspects such as learner autonomy, learning environments and approaches, interactions and relationships, and pedagogical roles. Our findings reveal that these potential impacts not only occur in isolation but also interact with one another. This study makes two primary contributions: first, it marks a novel application of the speculative design method to explore students’ perceptions of AIEd tools. Second, it provides a qualitative analysis of key themes derived from student responses, offering design implications for AIEd systems that are sensitive to student concerns and ethical considerations. These insights offer a foundation for future research and contribute to a more student-centered approach to the ethical development of AIEd.
Collaborative learning has gained significant attention in the field of mathematics education as a means to enhance student engagement, understanding, and problem-solving abilities. This review explores the role of collaborative learning in mathematics, drawing on a range of theoretical frameworks and empirical studies to evaluate its impact on learning outcomes. The paper examines the cognitive, social, and emotional benefits of collaborative learning, such as improved conceptual understanding, increased motivation, and the development of teamwork skills. Furthermore, it discusses various collaborative learning models and strategies, including group work, peer tutoring, and problem-based learning, and highlights the factors influencing their effectiveness, such as group dynamics, teacher facilitation, and classroom environment. Despite its advantages, collaborative learning faces challenges, including unequal participation, assessment issues, and potential resistance from students or teachers. The review concludes by offering best practices for implementing collaborative learning in mathematics and suggests future research directions to explore its long-term effects, the role of technology, and cross-cultural perspectives. This paper underscores the transformative potential of collaborative learning in mathematics education and advocates for its continued integration into teaching practices to foster deeper, more meaningful learning experiences. 1. Introduction: Collaborative learning has become a cornerstone of modern educational practices, particularly in the context of mathematics education. Defined as an instructional approach where students work together in groups to solve problems, share knowledge, and support each other's learning, collaborative learning contrasts with traditional, teacher-centered methods. In mathematics, a subject often viewed as abstract and challenging, collaborative learning has the potential to transform student engagement, comprehension, and problem-solving abilities by creating an interactive and supportive learning environment. This shift from individual to collective learning aligns with the growing recognition that learning is not only an individual cognitive process but also a social activity, where peer interactions play a vital role in knowledge construction. Research has increasingly highlighted the benefits of collaborative learning in mathematics, suggesting it fosters deeper conceptual understanding, enhances critical thinking, and increases motivation and engagement among students. Moreover, collaborative environments encourage active participation, allowing students to engage with complex problems, articulate their reasoning, and refine their understanding through discussion and peer feedback. Despite its potential, the implementation of collaborative learning in mathematics classrooms presents challenges, such as issues with group dynamics, unequal participation, and the difficulty in assessing group performance. This review aims to explore the role of collaborative learning in mathematics education by synthesizing theoretical perspectives, empirical research, and practical applications. It seeks to provide insights into how collaborative learning strategies can be effectively utilized to improve learning outcomes, identify challenges to its implementation, and suggest best practices for fostering successful collaborative environments in mathematics classrooms. 2. Theoretical Foundations of Collaborative Learning: Collaborative learning is grounded in several key educational theories that emphasize the social nature of learning and the importance of interaction in cognitive development. A central theory supporting collaborative learning is Vygotsky's sociocultural theory, which posits that learning is inherently a social process. Vygotsky argued that knowledge is co-constructed through social interactions, with peer collaboration serving as a critical tool for advancing students' cognitive development. According to Vygotsky, the Zone of Proximal Development (ZPD) is crucial in understanding how collaborative learning
Building expertise in international publications and actively participating in professional forums are crucial for gaining a global academic reputation. These efforts enhance visibility, impact, networking, professional development, and credibility, ultimately contributing to a researcher's success and influence in their field. Publishing in Scopus-indexed journals is crucial for gaining global visibility, enhancing research impact, advancing academic and professional careers, ensuring credibility, accessing funding, and fostering networking and collaboration opportunities. It is a valuable step for researchers aiming to make a significant impact in their field and achieve international academic recognition. FAME is an Academic Professional Forum that can help make such a reputation a reality.
Most MOOC platforms either use simple schemes for aggregating peer grades, e.g., taking the mean or the median, or apply methodologies that increase students' workload considerably, such as calibrated peer review. To reduce the error between the instructor and students' aggregated scores in the simple schemes, without requiring demanding grading calibration phases, some proposals compute specific weights to compute a weighted aggregation of the peer grades. In this work, and in contrast to most previous studies, we analyse the use of students' engagement and performance measures to compute personalized weights and study the validity of the aggregated scores produced by these common functions, mean and median, together with two other from the information retrieval field, namely the geometric and harmonic means. To test this procedure we have analysed data from a MOOC about Philosophy. The course had 1059 students registered, and 91 participated in a peer review process that consisted in writing an essay and rating three of their peers using a rubric. We calculated and compared the aggregation scores obtained using weighted and non-weighted versions. Our results show that the validity of the aggregated scores and their correlation with the instructors grades can be improved in relation to peer grading, when using the median and weights are computed according to students' performance in chapter tests.
Self-regulation of learning refers to the actions that students perform before, during and after their learning processes take place and has a social and collaborative component. This article analyses key dimensions of learning regulation in a sample of 697 students from different subject areas (Education, Engineering, Economics and Law studies) at a Spanish university. The study determines how sex and subject area influence learning regulation, and analyses its relationship to peer learning, perceived value of peer learning and Study-Related Exhaustion (SRE). Our findings indicate that women usually have greater external regulation, place greater value on peer learning and suffer from greater academic exhaustion; however, they have higher levels of academic satisfaction. In relation to subject area, Education students disclose higher levels of self-regulation than students from other subject areas. Engineering and Economics students seem to engage more actively with peer learning, and Engineering students value peer learning the most. Engineering students also display fewer problems in their self-regulation of learning yet have higher levels of SRE and lower academic satisfaction. Our study also shows a positive relationship between external regulation and SRE, and a negative relationship between self-efficacy and SRE. Furthermore, findings suggest that peer learning may improve academic performance and student satisfaction, especially among those students with less external regulation. Our study lends support to the value and positive impact that formative feedback can have on students and to encourage autonomous and self-related forms of learning, which would ultimately improve student academic performance and well-being.
Важность работы заключается в воспитании чувства ответственности за неукоснительное выполнение предписаний правовых норм, убежденности в справедливости правовых предписаний, овладения системой правовых знаний в образовательном процессе. Посредством правовой культуры возможно достичь социальной стабильности в обществе и государстве, — что имеет огромную практическую значимость, — можно изменить представление человека о праве, научить его уважать закон, выработать потребность к правомерному поведению. Результат изучения правовой культуры необходим для реализации правовых основ, идей и ценностей в практической правоприменительной деятельности, для достижения высококачественного состояния правовой жизни общества. Правовую культуру необходимо воспринимать в качестве внутренней, ментально-духовной стороны всей правовой системы общества. Именно данный вид культуры пронизывает и присутствует в правосознании, праве, правовых отношениях, правопорядке, законности, в юридической деятельности. Выполнен анализ разработанности проблемы в педагогической теории и практики, определены сущность и структура понятия «правовая культура». Обоснована совокупность педагогических условий, обеспечивающих эффективность реализации формирования правовой культуры. С позиции педагогической науки правовая культура основывается на правовых знаниях, касающихся конкретной профессионально-педагогической деятельности, глубоких знаний законов и нормативно-правовых актов, понимании принципов права участников педагогического процесса и способов правового регулирования их отношений, способности защищать и применять правовые отношения управленческой деятельности в соответствии с правовыми принципами законности. С целью определения уровня сформированности правовой культуры бакалавров неюридических специальностей в цифровой среде разработаны и теоретически обоснованы критерии, соответствующие основным компонентам этого процесса: мотивационный, содержательный, процессуально-деятельностный, личностно-развивающий. Определяя критерии формирования правовой культуры бакалавров неюридических специальностей в цифровой среде, необходимо учитывать, что основой содержания правовой культуры являются мотивы, убеждения, правовые знания, умения и ценности. Правовое поведение рассматривается через систему отношений бакалавров к праву, законности, установления правопорядка в обществе, педагогическом коллективе: опыт практического использования правовых норм, правовая активность, правовая информативность и др.
The relevance of the work lies in cultivating a sense of responsibility for the strict implementation of the prescriptions of legal norms, confidence in the fairness of legal prescriptions, mastering the system of legal knowledge in the educational process. Through legal culture, it is possible to achieve social stability in society and the state, which is of great practical importance, it is possible to change a person’s idea of law, teach him to respect the law, and develop a need for lawful behavior. The result of the study of legal culture is necessary for the implementation of the legal foundations, ideas and values in practical law enforcement, to achieve a high-quality state of the legal life of society. Legal culture must be perceived as an internal, mental and spiritual side of the entire legal system of society. It is this type of culture that permeates and is present in legal consciousness, law, legal relations, law and order, legality, and legal activity. The analysis of the development of the problem in pedagogical theory and practice is carried out, the essence and structure of the concept of legal culture are determined. The set of pedagogical conditions that ensure the effectiveness of the implementation of the formation of legal culture is substantiated. From the position of pedagogical science, legal culture is based on legal knowledge related to specific professional and pedagogical activities, deep knowledge of laws and regulations, understanding of the principles of the right of participants in the pedagogical process and methods of legal regulation of their relations, the ability to protect and apply the legal relations of managerial activity in accordance with legal principles of legality. In order to determine the level of formation of the legal culture of bachelors of non-legal specialties in the digital environment, criteria have been developed and theoretically substantiated that correspond to the main components of this process: motivational, meaningful, procedural-activity, personality-developing. Determining the criteria for the formation of the legal culture of bachelors of non-legal specialties in the digital environment, it is necessary to take into account that the content of legal culture is based on motives, beliefs, legal knowledge, skills and values; legal behavior is considered through the system of relations of bachelors to law, legality, establishing the rule of law in society, the teaching staff: experience in the practical use of legal norms, legal activity, legal informativeness, etc.
Buddy schemes are a form of learning intervention that create a space for students to support each other by ‘sharing knowledge, ideas and experience between [...] participants’ (Boud, 2001, p.3). The author set up and conducted research to evaluate a buddy scheme to support international Nursing students on a one-year programme by matching them with a home-student buddy studying at the same level. This small-scale, qualitative study sought to investigate international and home students’ experiences of participating in the buddy scheme. An online survey asked students to evaluate their access to social and academic support before and during the scheme through textual and numerical questions. A self-selecting subgroup of participants subsequently took part in semi-structured interviews to reveal their experiences and insights. These were recorded and transcribed before the data were analysed using inductive textual analysis to identify key themes. In line with wider literature, this study found peer support has a positive influence on international students’ socio-cultural transition (McPherson, Punch and Graham, 2017; Shu et al., 2020; WONKHE, 2022), yet it is also ‘mutually beneficial’ (Boud, 2001, p.3), having a positive impact on both groups of students. Home students valued the opportunity to build relationships with peers they would not have otherwise met (Bethel, Ward and Fetvadjiev, 2020). This opportunity for intercultural exchange enriched their experience too. As such, this study adds weight to existing evidence that buddy schemes are a useful means by which UK universities can support international and home students.
Collective Intelligence: A Resource for Teachers, Parents & Policymakers has
been crafted with the intention of addressing the growing need for a
comprehensive understanding of how collective intelligence can be harnessed
in educational settings. This edited volume aims to provide a multidisciplinary
perspective on collective intelligence, drawing on the insights of educators,
researchers, and practitioners who have explored its potential in various
contexts.
The concept of collective intelligence has gained significant attention in recent
years, particularly in the fields of education and policymaking. As societies
become increasingly interconnected, the ability to leverage the collective
knowledge, skills, and experiences of individuals within a group has become
essential. This book has been developed to offer practical guidance and
theoretical insights on how collective intelligence can be effectively utilized to
improve educational outcomes and support the holistic development of
students.
The idea for this book arose from the recognition that while much has been
written about collective intelligence in the context of business and technology,
there has been a relative lack of resources that focus specifically on its
application in education. Therefore, this volume has been conceived to fill that
gap, providing educators, parents, and policymakers with a resource that
bridges the theory of collective intelligence with its practical applications in
schools, homes, and policy environments.
The chapters included in this book have been carefully selected to reflect a
diverse range of perspectives on collective intelligence. Each contributor has
brought their unique expertise and experiences to bear on the topic, offering
insights that are both academically rigorous and practically relevant. The
content has been organized to guide readers through a progression of ideas,
beginning with an exploration of the theoretical foundations of collective
intelligence, followed by case studies and practical examples of its application
in educational settings.
Particular attention has been paid to the role of teachers, parents, and
policymakers in fostering environments where collective intelligence can
thrive. The book addresses the challenges and opportunities associated with
implementing collective intelligence strategies in schools, highlighting the
importance of collaboration, communication, and community engagement.
Additionally, it explores the ways in which collective intelligence can be
leveraged to support the social and emotional well-being of students,
emphasizing the need for a holistic approach to education.
The editors hope that this book will serve as a valuable resource for a wide
audience. For educators, it offers strategies and insights that can be directly
applied in the classroom. For parents, it provides a deeper understanding of
how collective intelligence can support their children’s learning and
development. For policymakers, it offers a framework for designing and
implementing educational policies that promote collective intelligence and
community engagement.
In bringing this book to completion, the editors wish to acknowledge the
contributions of all those who have played a role in its development. The
collective efforts of the authors, reviewers, and editorial team have made this
volume possible, and their dedication to the project has been deeply
appreciated.
It is the editors' sincere hope that Collective Intelligence: A Resource for
Teachers, Parents & Policymakers will inspire its readers to explore new ways
of thinking about education and to embrace the potential of collective
intelligence as a powerful tool for learning and growth. May this book serve as
a catalyst for positive change in educational practices and policies, benefiting
students, educators, and communities alike.
Las Universidades deben adaptar sus procesos pedagógicos a sus estudiantes, para poder desarrollar procesos de aprendizaje significativo. Como objetivo de este trabajo se busca proponer una innovación a través de un espacio físico con tiempo protegido para que estudiantes y docentes puedan compartir y desarrollar aprendizajes entre pares y desarrollen procesos de metacognición y aprendizaje significativo que sea transferible a otras áreas académicas. Para promover la participación activa del estudiantado, se incentivará el trabajo colaborativo entre estudiantes de distintas carreras del área de la salud que participarán en este proyecto. Se busca generar una estrategia para el desarrollo del aprendizaje entre pares a través de la Propuesta de Zonas de Aprendizaje Guiado para brindar un espacio cómodo y acondicionado para la implementación de dichas estrategias. Esta medida de apoyo busca fomentar hábitos y técnicas de estudio en el estudiantado que participa de esta instancia, aprovechando y valorando las horas autónomas que se declaran en el programa de estudio de las asignaturas asociadas a las áreas anteriormente mencionadas. Por otra parte, su interés también es incentivar la vida universitaria, fomentando la interdisciplinariedad desde la formación inicial de las futuras y los futuros profesionales de la Salud.
This paper investigates effective strategies for fostering critical thinking skills among English as a Foreign Language (EFL) learners in Beninese secondary schools. Critical thinking is essential for language and literacy development, as well as success in all domains. The importance of critical thinking in educational contexts is particularly crucial in a multicultural and diverse setting like Benin. This mixed-methods study combines qualitative interviews with EFL teachers and quantitative surveys with secondary school students to identify effective strategies. Results indicate that collaborative learning, inquiry-based instruction, problem-solving tasks, critical reading and writing exercises, and the integration of real-world issues into the curriculum are effective approaches. The study's findings suggest that incorporating these strategies into EFL instruction can significantly enhance the success of teaching and learning critical thinking in Beninese secondary schools.
This study aims to examine the effectiveness of implementing collaborative learning in improving students' problem-solving skills in Advanced Real Analysis courses. The research method used is quasi-experimental with a pretest-posttest control group design. The research sample consisted of 60 students divided into two groups: the experimental group using collaborative learning methods and the control group using conventional learning methods. The instrument used was a problem-solving ability test consisting of questions that measure students' abilities to understand and solve complex mathematical problems. Data were analyzed using t-tests to see significant differences between the experimental and control groups. The research results show a significant improvement in problem-solving abilities in the experimental group compared to the control group. Additionally, interviews and observations showed that collaborative learning enhances student interaction, enriches discussions, and motivates students to be more active in the learning process. In conclusion, collaborative learning is effective in improving students' problem-solving abilities in Advanced Real Analysis courses. Therefore, it is recommended to implement this method more broadly in mathematics education at universities.
Peer learning is an effective approach that enhances student learning in various academic fields. However, little is known about how peer learning specifically improves student achievement in basic agricultural education and smart technology. This research used a pretest-posttest design to examine the impact of cross-peer learning on student learning achievement in these subjects. The study involved two groups of students, 17 from Darunsikkhalai School for Innovative Learning (DSIL) and 23 from Mechai Bamboo School (MBS), selected by convenience sampling. For one week, MBS students tutored DSIL students in basic agriculture, while DSIL students tutored MBS students in smart technology. Data were collected before and after the intervention for both groups. The results of the Wilcoxon Signed Rank Test showed significant improvements in the learning achievements of both groups. This study adds to the existing body of knowledge by highlighting the important role of peer learning in enhancing students' content knowledge in basic agricultural education and smart technology.
This study explores the implementation of the Culturally Responsive Teaching (CRT) approach combined with the Problem-Based Learning (PBL) model to enhance students' critical thinking skills. Critical thinking is a crucial competency in the 21st century, and educational approaches that consider cultural diversity can significantly impact students' learning outcomes. The study was conducted in a secondary education setting in Indonesia, where students from diverse cultural backgrounds participated in a series of PBL sessions designed around culturally relevant scenarios. Data were collected through a mixed-methods approach, including pre-and post-intervention assessments of critical thinking skills, classroom observations, and student interviews. The findings indicate that the integration of CRT with PBL significantly improves students' ability to analyze, evaluate, and synthesize information critically. The culturally relevant context provided by CRT helped students connect the learning material with their personal experiences, leading to deeper understanding and more meaningful engagement. The study concludes that the CRT-PBL model is an effective pedagogical strategy for fostering critical thinking in culturally diverse classrooms. The implications of these findings for curriculum design and teacher training are also discussed.
Background. Students’ perceptions of the educational methodology are valuable for improving the quality of the educational environment. However, there is limited literature on students’ perceptions of lectures and peer-assisted learning (PAL) within the School of Biomedical and Allied Health Sciences. Objectives. To determine the perceptions of allied health students across different study levels regarding the effectiveness of lectures and PAL as educational strategies. Methods. This cross-sectional study involved 213 Allied Health students from levels 200 to 400 at the University of Ghana. Data were collected using an adopted perceptions questionnaire. Perceptions of lectures and PAL were analysed using means and mean percentages. A one-way ANOVA test was performed to compare differences in perceptions among students at various study levels, while the independent sample t-test was used to compare differences in perceptions between male and female students. Results. PAL had the highest mean scores, with a global rating of 4.1 (standard deviation (SD) 0.8) compared with 3.5 (SD 0.8) for lectures (p<0.00). There were no differences in perceptions about lectures and PAL among levels 200 to 400 students. Female students had a more positive perception of PAL, while both male and female students had the same positive perceptions about lectures. Conclusions. Students generally had positive perceptions about lectures and PAL; however, PAL was acknowledged as an alternative that provides students with active educational experiences. PAL may be incorporated into the standard curriculum alongside lectures.
Authentic assessment has been proposed as having potential to enhance student learning for a changing world. Conventionally, assessment is seen to be authentic when the tasks are real-to-life or have real-life value. Drawing on Martin Heidegger’s work, we challenge this conceptualisation as narrow and limited. We argue that authenticity need not be an attribute of tasks but, rather, is a quality of educational processes that engage students in becoming more fully human. Adopting the mode of authenticity involves calling things into question, challenging public assumptions and striving to take a stand in the situations encountered. In addition to assessing student achievement, then, authentic assessment can enhance integration of what students know and how they act with who they are becoming.
Reflection and the promotion of reflective practice have become popular features of the design of educational programmes. This has often led to learning being more effectively facilitated. However, alongisde these positive initiatives have grown more disturbing developments under the general heading of reflection. They have involved both misconceptions of the nature of reflection which have led to instrumental or rule-following approaches to reflective activities, and the application of reflective strategies in ways which have sought inappropriate levels of disclosure from participants or involved otherwise unethical practices. The article examines the question: what constitutes the effective use of reflective activities? It argues that reflection needs to be flexibly deployed, that it is highly context-specific and that the social and cultural context in which reflection takes place has a powerful influence over what kinds of reflection it is possible to foster and the ways in which this might be done. The article concludes by exploring conditions in which reflective activities might appropriately be used in professional education.
Abstract Assessment practices in higher education institutions tend not to equip students well for the processes of effective learning in a learning society. The purposes of assessment should be extended to include the preparation of students for sustainable assessment. Sustainable assessment encompasses,the abilities required to undertake activities that necessarily accompany,learning throughout life in formal and informal settings. Characteristics of effective formative assessment identified by recent research are used to illustrate features of sustainable assessment. Acts of assessment need both to meet the specific and immediate goals of a course as well as establishing a basis for students to undertake their own assessment activities in the future. To draw attention to the importance of this, the idea that assessment always has to do double duty is introduced.
International students from South‐East Asia who study in Australia are often portrayed negatively compared to local students in terms of learning and study practices. This article discusses some of the misconceptions held by university teachers and administrators about South‐East Asian students studying in Australia and examines them in the light of recent research. In particular, it challenges the views that students from South‐East Asia are surface learners, passive non‐participants in class who prefer the company of other Asian students. These findings challenge university teachers to reconsider accepted beliefs and practices when teaching all students, but particularly students from South‐East Asia.
The goal of this paper is to provide lecturers with learning objects relevant to a specific subject suggest students content strongly related to their individual learning preferences.
Peer tutoring between students involves more advanced learners helping less advanced learners with their studies. The present paper argues that a number of recent developments and initiatives within higher education offer much encouragement to the establishment of peer tutoring systems within colleges. One particular institution, Nottingham Polytechnic, has explored such activity over the past 5 years. The findings are reviewed and a critique is offered of this valuable initiative.
Introduction 1. What is peer tutoring? 2. Beneficial effects: why teachers use peer tutoring 3. Theoretical frameworks for peer tutoring 4. How theory can inform practice 5. Planning and promoting peer tutoring 6. Helping students become peer tutors 7. Evaluation of peer tutoring schemes 8. Problems associated with peer tutoring 9. Technology-supported collaborative learning 10. Benefiting from hindsight: practitioners reflect on peer tutoring 11. Reflections and prospects
First published in 1994. Excerpts available on Google Books (see link below). For integral book, go to publisher's website : http://www.routledge.com/books/details/9780749431358/
This study explored the perceptions of students in a cohort based doctoral program in educational leadership at Arkansas State University concerning the impact of the cohort structure on their learning. The cohort groups were structured to move through the coursework as a cohesive group. The data derived from four cohorts--two who had completed the coursework, one in the middle of the work, and one just beginning the program of study. Each of 42 students was interviewed to gather opinions concerning the program. Paper-and-pencil evaluations of the doctoral program were also completed by each cohort group. Students reported a difference in the group dynamics over time, but each cohort developed its own personality. Students found that collusion shut down learning, whereas cohesion was a more appropriate and productive form of closure that facilitated higher levels of mental processing and opened up new ways of constructing knowledge. The findings validate the positive benefits of the cohort structure and demonstrate the need to emphasize cohort activities. These findings also validate the application of principles of cognitive learning theory to program development in educational administration. An outline of the doctoral program course schedule is outlined. (Contains 15 references.) (CK)
this paper reviews the research on cooperative learning methods, with an emphasis on understanding the complex changes that occur in both classroom organization and student friendship patterns when cooperative, integrated learning groups are used in the desegregated classroom. Cooperative learning methods explicitly use the strength of the desegregated school and the presence of students of different races or ethnicities, to enhance intergroup relations and other outcomes. Results of studies relating cooperative learning to intergroup relations clearly indicate that when students work in ethnically mixed cooperative-learning groups, they gain in cross-ethnic friendships. This research indicates that the effects of cooperative learning on intergroup relations are strong and lasting. Practical implications of these findings are unambiguously supportive of implementing contact theory in the desegregated classroom. (Contains 50 references.) (SLD)
A collection of essays examines ways in which teachers in higher education can enable students to become more autonomous in their learning: that is, how students can learn without the constant presence or intervention of a teacher. The introduction by David Boud discusses the trend in education towards a more autonomous learner, and provides an overview of the book's structure. Part I provides a general orientation toward the issues discussed in detail in later chapters. Chapters in Part I include: "Toward Student Responsibility for Learning" (David Boud); "Changing Basic Assumptions about Teaching and Learning" (M. L. J. Abercrombie); and "Assessment Revisited" (John Heron). Part II (Case Studies) includes: "Reducing Teacher Control" (J. P. Powell); "Independent Study: A Matter of Confidence" (Harry Stanton); "One-To-One Learning" (David Potts); "Parrainage: Students Helping Each Other" (Marcel Goldschmid); "Student Autonomy in Learning Medicine: Some Participants' Experiences" (Barbara Ferrier, Michael Marrin, and Jeffrey Seidman); "Preparing for Contract Learning" (Mary Buzzell and Olga Roman); "Student Planned Learning" (John Stephenson); and "A Decade of Student Autonomy in a Design School" (Barrie Shelton); Part III (Reflections) offers: "Putting into Practice: Promoting Independent Learning in a Traditional Institution" (Malcolm Cornwall) and "Moving Towards Independent Learning" (J. P. Powell). References and an index are provided. (LC)
Describes the effects that institutionalization of peer tutoring is having on the teaching-learning relationship.
This book extends the ideas of the competency and quality movements in higher education to definitions of learning outcomes that deal with an unknown future, and to accountability as a consequence rather than a focus. It argues that ways of teaching (bringing learning about), assessment (finding out what has been learned), and university management (organizing learning) should be based on whether they facilitate intended learning outcomes. The book stresses that learning in the sense of knowledge formation can be considerably facilitated by paying attention to how knowledge is formed within different fields. Following chapter 1, which introduces the idea of the university, chapters 2, 3, and 4 raise basic questions about the different forms of learning and cover the requirements of learning, approaches to learning, and learning and research. The next three chapters deal with the pedagogy of higher education and cover what should be learned (competence and competencies), bringing learning about, and finding out what has been learned. The final four chapters focus on the inner structure of the university. These chapters address the following major topics: collective consciousness and the ethics of learning; quality and qualities; organizing learning; and the university of learning. (Contains approximately 300 references.) (DB)
Quality, outcomes and cost-effectiveness of methods of teaching and learning in colleges and universities are being scrutinised more closely. The increasing use of peer tutoring in this context necessitates a clear definition and typology, which are outlined. The theoretical advantages of peer tutoring are discussed and the research on peer tutoring in schools briefly considered. The substantial existing research on the effectiveness of the many different types and formats of peer tutoring within colleges and universities is then reviewed. Much is already known about the effectiveness of some types of peer tutoring and this merits wider dissemination to practitioners. Directions for future research are indicated.
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Explorations with Students and Faculty about Teaching, Learning, and Student Life
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