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Potentials and limitations of peer-learning in small groups with respect to the homogenisation of heterogeneous learning collectives

Potentials and limitations of peer-learning in small groups with respect to the homogenisation of... Purpose– The purpose of this paper is to test peer-learning in small groups as a didactic method with respect to its effectiveness in homogenising initially heterogeneous learning collectives. Design/methodology/approach– The study is based on two sets of data collection (before and after the application of the tested method). The data collection tools were student self-assessment and student observation by a third person. Findings– Peer-learning and group work foster the establishment of self-confidence and activity among students (in particular among initially less active and less qualified students). Consequently, the teaching and learning atmosphere improves. In the long run, this effect fosters a homogenisation of initially inhomogeneous levels of qualification/competence at a high level. Research limitations/implications– There was no control group, hence the results are to be understood as tendencies rather than robust scientific findings. Nevertheless, the tendencies are clear and unambiguous. Practical implications– Peer-learning can be used as a simple didactic method in order to prevent frustration by mental over or underload in strongly heterogeneous learning collectives. Originality/value– This case study is the first work of its kind to assess the effectiveness of peer-learning with respect to the homogenisation of initially heterogeneous learning collectives. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal for Lesson and Learning Studies Emerald Publishing

Potentials and limitations of peer-learning in small groups with respect to the homogenisation of heterogeneous learning collectives

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References (4)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2046-8253
DOI
10.1108/IJLLS-09-2015-0031
Publisher site
See Article on Publisher Site

Abstract

Purpose– The purpose of this paper is to test peer-learning in small groups as a didactic method with respect to its effectiveness in homogenising initially heterogeneous learning collectives. Design/methodology/approach– The study is based on two sets of data collection (before and after the application of the tested method). The data collection tools were student self-assessment and student observation by a third person. Findings– Peer-learning and group work foster the establishment of self-confidence and activity among students (in particular among initially less active and less qualified students). Consequently, the teaching and learning atmosphere improves. In the long run, this effect fosters a homogenisation of initially inhomogeneous levels of qualification/competence at a high level. Research limitations/implications– There was no control group, hence the results are to be understood as tendencies rather than robust scientific findings. Nevertheless, the tendencies are clear and unambiguous. Practical implications– Peer-learning can be used as a simple didactic method in order to prevent frustration by mental over or underload in strongly heterogeneous learning collectives. Originality/value– This case study is the first work of its kind to assess the effectiveness of peer-learning with respect to the homogenisation of initially heterogeneous learning collectives.

Journal

International Journal for Lesson and Learning StudiesEmerald Publishing

Published: Jan 4, 2016

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