Abstract
Considering the past decade, the changes involved in learning and teaching have been in terms of strategies, methods and practices to learning and teaching; assessment method; interface between a teacher and student; communication and feedback; self-reflective practices and designing pro-industry curriculum. For all the stakeholders involved, it becomes vital to know the student perception about the learning and teaching. The purpose of the paper is to evaluate the perception of the student experience on peer to peer learning and assessment. Issues related peer to peer learning has been identified based on the student response to a survey conducted at the end of the unit. The purpose of the paper is also to serve as a medium to contribute to the existing knowledge base on peer to peer learning and assessment in design/project based learning. The outcome of the paper is to review the existing literature, innovate a new approach and suggest a mutually acceptable solution to the issues related to peer to peer learning and assessment.
Highlights
Education has been a rapidly changing field during the last decade
The purpose of the paper is to serve as a medium to contribute to the existing knowledge base on peer to peer learning and assessment in design/project based learning
The learning environment can vary depending on the delivery style like the traditional way of teaching is more of a class room based, old style teaching, individual and involves written assessment- examinations; whereas a modern learning environments like Project Based Learning (PBL) and Design Based Learning (DBL) characterised by team learning, self-motivation, online tools and research based assessments
Summary
The changes have been in terms of strategies, methods and practices to learning and teaching; assessment method; interface between a teacher and student; communication and feedback; self-reflective practices and designing pro-industry curriculums. According to Struyven et al, constructivist learning theories are driving these changes where the onus lies on the student to play an active role in making sure the changes are implemented for the betterment of learning and teaching (Struyven, Dochy, & Janssens, 2003). Some of the questions which might arise are: how effective is the methodology, how efficient is the knowledge transfer, how reliable is the assessment technique and how assured a pedagogue is about the self-reflective practice or the feedback? Teaching methodologies in relation with the context, tools, delivery and learning environment play an important role for success of a unit delivery. The learning environment can vary depending on the delivery style like the traditional way of teaching is more of a class room based, old style teaching, individual and involves written assessment- examinations; whereas a modern learning environments like Project Based Learning (PBL) and Design Based Learning (DBL) characterised by team learning, self-motivation, online tools and research based assessments
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