Students' experience of peer-interaction in a blended learning course at a South African higher education institution

Abstract

An investigation of students' experiences of peer-interaction in a blended eLearning course was conducted. In order to understand, evaluate and improve student experience of peer interactions, four learning facilitators revised the course, to align with current instructional design best practices which included a fair amount of peer interaction. In this qualitative study, activities were designed using a constructionist approach and structured to increase student engagement with content and peers including frequent collaborative group-work activities. Students had to design and develop four artefacts online while presenting findings and assessing the products and performance of their peers in contact sessions. The findings mitigate the importance of course design, peer assessment and group work activities that impact student experiences of peer interaction. Implications for practice and policy: (1) This study informs course designers of best practices in blended learning. (2) The findings re-iterates the value of group work and peer assessment in blended learning. (3) Peer interaction has an impact on student experience in blended learning. (4) Aligning course design, peer assessment and group work activities allows for successful blended learning.