Finding and Discussion
Discuss About The International Quality Assurance Engineering?
Peer-to-peer learning is an educational strategy which covers a broad range of practices. In this approach, students learn new topics from other students rather than from teachers. In Peer-to-peer learning strategy management, students teach fellow peers and learn from them as well. The role of Peer-to-peer learning is continuously growing in the higher education system. In Peer-to-peer learning approach, students face various problems such as lack of experience and knowledge, collusion between peers, academic misconduct, and many others (Lang, Craig & Casey, 2017). Along with several issues, Peer-to-peer learning approach includes various opportunities as well. The opportunities in Peer-to-peer learning include more self-confident students, less dependability on teachers, increased the ability to learn and many others (Williams & Reddy, 2016). This report will examine the problem of low confidence which is faced by most students which increases their dependence on teachers. In this report, various problems and opportunities regarding Peer-to-peer learning approach will be discussed, and recommendations will be given to students based on the issues. Secondary research will be conducted in the report through peer-reviewed journals and books to analyse the role and importance of Peer-to-peer learning. The purpose of this report is to analyse how Peer-to-peer learning promotes independence among students by evaluating its opportunities and problems.
Peer-to-peer learning approach requires students to learn the course material and teach them to others which assist them in understanding the skills of learning which makes them independent. Independent learners are also called autonomous learners because they have the skills to learn new topics without the assistance of an experienced teacher. The ability to learn also assists students in the lifelong learning process and helps them become self-educated (Basnak, Ortynski, Chow & Nzekwu, 2017). In Peer-to-peer learning strategy, students are requiring evaluating others and their own work which assists them in understanding their strengths and weaknesses. Self-evaluation makes them aware of the issue faced by them during the learning process, and they can use this information to improve their ability to learn. Through, students face the risk of collusion while evaluation others’ work but it also assists them analysing their learning abilities (Polishetty, Littlefair & Patil, 2016). Students can understand what their weaknesses are and how their peers are tackling such issues which assist them in improving their ability to learn and become autonomous learners. Therefore, self-evaluation in Peer-to-peer learning strategy increases students’ ability to learn by addressing their weaknesses which makes them more independent.
Lack of Dependability on Teachers
Peer-to-peer learning approach requires students to understand and teach the topic to their fellow students which reduces their dependence on teachers. Highly dependent students face various difficulties in their lives because they did not have the ability to learn. Without the assistance of teachers, the students find it difficult to learn and understand new topics on their own (van der Sande, Hendrickx, Boor-Klip & Mainhard, 2017). Peer-to-peer learning approach challenges students to test their ability to learn new topic without the assistance of teachers. The number of overly dependent students is growing continuously growing because it is easier for students to connect with their teachers through online sources. Due to over-dependence, many students failed to evaluate their abilities and skills. Students are becoming highly dependent on teachers which negatively affect their learning abilities (Bulotsky-Shearer, Bell & Dominguez, 2012). Highly dependent students lack creativity which negatively affects their academic careers. In Peer-to-peer learning approach, the students depend upon their own skills which challenge them to learn new topics on their own rather than depending upon teachers. Therefore, lack of dependability on teachers encourages students to learn and teach new topics on their own which increases their independence.
In Peer-to-peer learning strategy, the students evaluate their strengths and weaknesses which increase their self-confidence and assist them in lifelong learning process that makes them independent. In Peer-to-peer learning approach, students learn with their fellow students who are also facing the similar issues as them. Different students bring different strengths in the group which establishes a dynamic environment that promotes Synergy between students (Brooks & Koretsky, 2011). The peers learn from the experiences and strengths of other students which creates synergy between them. Synergy is the key goal in Peer-to-peer learning approach because it increases effectiveness of learning and it also assists in lifelong learning of students. Synergy between students increases their ability to work in groups which is important for lifelong learning (Anderson, Tenenbaum, Ramadorai & Yourick, 2015). Effective synergy allows students to effectively taking the criticism and analysing their weaknesses which improves their learning skills and makes them self-confident. Therefore, self-confident students have the ability to learn new topics on their own which increases their lifelong learning skills and make them independent.
Peer-to-peer learning strategy promotes independence in students because it provides them various sources for engagement in the learning process, and they are requiring performing various teaching activities by themselves. Accounting to Boud, Cohen and Sampson (2014), Peer-to-peer learning strategy is not a single educational approach; instead, there are a number of models that can be implemented by students during studies such as workplace monitoring, community activity, peer-assessment schemes, and many others. Due to the advancement of technology, students have different opportunities to connect with their fellow students in Peer-to-peer learning approach. For example, there are both formal and informal sources through which students can connect with others in Peer-to-peer learning strategy with the help of internet such as social media sites, collaboration applications, instant messaging and others. In traditional methods of learning, students learn in classroom from their teachers whereas in Peer-to-peer learning they can learn in different places such as after class, online, library, on phone and many others (Hanson, 2011). The students also learn from the experience of other peers and they also have to teach others in Peer-to-peer learning approach. Students have to perform various activities while teaching fellow peers such as organising, understanding, sourcing, and analysing the information which increases their engagement in the overall process. Therefore, in Peer-to-peer learning strategy, the students are more engaged in the process because they have multiple sources of interaction and they have to teach others as well.
Self-confident Students
Conclusion
This report found that most students are overly dependent on their teachers because they lack the confidence to learn new topics on their own. Peer-to-peer learning approach assists students in becoming more confident in learning and teaching with other peers. Students evaluate their strengths and weaknesses in Peer-to-peer learning strategy which increases their ability to learn which assist in their lifelong learning process. The students become more engaged in Peer-to-peer learning process through various online and offline sources. The Peer-to-peer learning approach reduces students’ dependability on teachers and makes them more confidence. Therefore, it can be concluded that Peer-to-peer learning approach assists students in becoming more independent by increasing their confidence, engagement, and ability to learn.
Autonomous learners might face issues because they lack experience, therefore, in Peer-to-peer learning strategy students should learn with senior and more experienced peers which assist them tackling various issues.
Students can use both formal (like PASS program) and informal (like group assignments) methods during Peer-to-peer learning approach. Peer Assisted Study Sessions (PASS) programs are becoming popular between students and universities, and they promote Peer-to-peer learning which assists in reducing students’ dependence on teachers (Hodgson, Benson & Brack, 2015). Students should take advantage of these programs to increase the effectiveness of Peer-to-peer learning approach.
Students might face the issue of collusion or misconduct due to unnecessary criticism in Peer-to-peer learning strategy which might reduce their confidence. To address this issue, students should carefully select their peers who provide genuine criticism which increases their ability to learn and self-confidence.
Students should teach others during Peer-to-peer learning strategy because teaching helps them learn and understand topics more clearly. Also, they should choose online and offline sources that are most suitable for them (Gielen, Peeters, Dochy, Onghena & Struyven, 2010).
References
Anderson, M. K., Tenenbaum, L. S., Ramadorai, S. B., & Yourick, D. L. (2015). Near-peer Mentor Model: Synergy within Mentoring. Mentoring & Tutoring: Partnership in Learning, 23(2), 116-132. DOI: https://dx.doi.org/10.1080/13611267.2015.1049017
Basnak, J., Ortynski, J., Chow, M.,business-law Nzekwu, E. (2017). A digital peer-to-peer learning platform for clinical skills development. Canadian medical education journal, 8(1), e59. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5344069/
Boud, D., Cohen, R., & Sampson, J. (Eds.). (2014). Peer learning in higher education: Learning from and with each other. Abingdon: Routledge.
Brooks, B. J., & Koretsky, M. D. (2011). The influence of group discussion on students’ responses and confidence during peer instruction. Journal of Chemical Education, 88(11), 1477-1484. DOI: https://dx.doi.org/10.1021/ed101066x
Bulotsky-Shearer, R. J., Bell, E. R., & Domínguez, X. (2012). Latent profiles of problem behavior within learning, peer, and teacher contexts: Identifying subgroups of children at academic risk across the preschool year. Journal of school psychology, 50(6), 775-798. DOI: https://dx.doi.org/10.1016/j.jsp.2012.08.001
Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and instruction, 20(4), 304-315. DOI: https://dx.doi.org/10.1016/j.learninstruc.2009.08.007
Hanson, K. (2011). Blog Enabled Peer–To–Peer Learning. American Dental Hygienists Association, 85(1), 6-12. Retrieved from https://jdh.adha.org/content/85/1/6.short
Hodgson, Y., Benson, R., & Brack, C. (2015). Student conceptions of peer-assisted learning. Journal of Further and Higher Education, 39(4), 579-597. DOI: https://dx.doi.org/10.1080/0309877X.2014.938262
Lang, C., Craig, A., & Casey, G. (2017). A pedagogy for outreach activities in ICT: Promoting peer to peer learning, creativity and experimentation. British Journal of Educational Technology, 48(6), 1491-1501. DOI: https://dx.doi.org/10.1111/bjet.12501
Polishetty, A., Littlefair, G., & Patil, A. (2016). Evaluating Student Perceptions in Peer to Peer Learning and Assessment Practices in Design Based Learning Environment. International Journal of Quality Assurance in Engineering and psychology Education (IJQAETE), 5(4), 1-11. DOI: https://dx.doi.org/10.4018/IJQAETE.2016100101
van der Sande, L., Hendrickx, M. M., Boor-Klip, H. J., & Mainhard, T. (2017). Learning Disabilities and Low Social Status: The Role of Peer Academic Reputation and Peer Reputation of Teacher Liking. Journal of learning disabilities, 0022219417708172. DOI: https://dx.doi.org/10.1177/0022219417708172
Williams, B., & Reddy, P. (2016). Does peer-assisted learning improve academic performance? A scoping review. Nurse education today, 42, 23-29. DOI: https://dx.doi.org/10.1016/k.nedt.2016.03.024
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