Success Project

45 Important to create a supportive environment where students feel secure to share their ideas and ask for help (Boud, 2013: 12) Necessary to allow for students own agency in peer learning activities and not to manage them too closely (Boud, 2013: 10) In the case of distance learning/remote learning, it is the responsibility of the teacher to introduce peer learning activities on courses as informal peer learning is less likely to take place (Boud, 2013: 12) May reduce staff workload while at the same time improving the quality of learning in situations where a teacher is responsible for teaching large student numbers (Boud, 2013: 5) Learning outcomes of peer learning: working with others, critical inquiry and reflection, communication and articulation of knowledge, understanding, and skills, managing learning and how to learn, self and peer assessment (Boud, 2013: 8-9) Learning in groups may be better suitable for some student as they value cooperation over competition (see e.g., Slavin, 1995) By formalising peer learning, the process of peer learning becomes inclusive as all students are welcomed by the teacher In traditional teaching methods, the teacher is seen as the primary provider of knowledge for students. To guide learning towards a more student-centred and learning-focused direction, a professor of adult education, David Boud (2013), suggests peer learning as a complimentary teaching method. In this sense, peer learning is defined as “students learning from and with each other in both formal and informal ways” (Boud, 2013: 4). Even in courses where traditional teaching is utilised, students also learn from one another by asking question in informal setting. In peer learning, such practices of mutual learning are formalised into a teaching method with the goal of encouraging students to share knowledge, ideas, and experiences with each other. Through explaining their own ideas and thought processes to fellow students, a student learns more effectively. There is however no single format through which peer learning should take place. As Boud (2013) explains, peer learning can be practiced via discussion seminars, study groups, peer assessment or collaborative projects. Peer learning can take place in groups or in one-to-one contacts. In peer learning situations, teachers can be either simply organise the learning setting or can be actively involved (e.g., as a group facilitator). Boud (2013) underscores that peer learning “is not a substitute for teaching and activities designed and conducted by staff members, but an important addition to the repertoire of teaching and learning activities that can enhance the quality of education” (Boud, 2013: 4). This is the case especially when student groups are large and the teacher cannot maintain personal contact with each student individually throughout the course. Things to take into account when implementing peer learning: Why consider peer learning: 4.2.3. Peer Learning

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