Peer Group Learning Research Articles

The Context Of Blended Learning Environments: Lessons We Have Learned

Let us lay the context for our conversation: My senior level undergraduate nursing students, all of whom were doing their clinical experience at health care centres in Calgary, appreciated not having to travel to the University after their clinical day to have a face-to-face hour session with myself as their instructor. In previous years, we used a platform called Blackboard, and then Desire to Learn. Each student described what they had learned that day. When we had our face-to-face weekly session on non-clinical days, they reviewed their peer group projects. In providing course feedback, students emphasized that the online approach facilitated their peer group learning and enhanced their confidence in doing classroom presentations.

The effectiveness of online teaching and learning compared to in-person instruction in science for junior secondary students: a case study in the Kurunegala education zone

Schools and Universities in Sri Lanka have been closed intermittently during the past three years due to COVID-19 and fuel shortages. During this period, in-person teaching became impossible, and online teaching was developed. However, schools have been reopened for in-person teaching and learning at present. In contrast, other countries adopted both methods, online and in-person. It was noticed that a decline in test scores among junior secondary students in some education zones during online learning. This study aimed to assess and compare the effectiveness of online and in-person teaching and learning science among junior secondary students in a selected school within the Kurunegala education zone. The study objectives were to 1). conduct both online and in-person science lessons for two groups separately and compare grade-eight students' performance in both settings; 2) compare teacher-student interaction, learning resources, peer group interaction, and motivation in both sittings; and 3) make suggestions for effective teaching and learning process. Two equally weighted courses were used to teach the two groups. Convenience sample of 72 Grade 8 students was used in the data collection with mixed methods approach. Pre-tests, post-tests, and questionnaires were used in the quantitative data collection. Qualitative data were collected via interviews with ten randomly selected students. The findings revealed that the performance scores of in-person group in Unit 4 (Properties of Matter) of grade-eight Science evaluation were slightly higher than that of online group. Both groups demonstrated similar performance levels in Unit 8 (Changes in Matter). However, in-person teaching exhibited significantly higher scores (p < 0.05) than the online group for factors such as teacher-student interaction, peer group interaction, learning resources, and motivation. Students achieved high results in both settings but needed more resources, reliable internet facilities, and adequate technology skills for online teaching and learning. The study suggests adapting effective instructional methods, technology usage, resource availability, training, participation, peer interactions, and monitoring well-being for effective online science teaching.

PEER GROUP LEARNING ENVIRONMENT ON PERFORMANCE OF LEARNERS IN RHINO CAMP REFUGEES SETTLEMENT, MADI–OKOLLO DISTRICT. A CROSS–SECTIONAL STUDY.

Introduction The purpose of the study was to examine how the peer group learning environment influences learners' performance in primary schools within the Rhino Camp Refuge Settlement. Methodology The study adopted a descriptive correlational and cross-sectional survey design, utilizing a mixed research approach. Data analysis was performed using SPSS version 23. The target population of the study was 151 respondents, consisting of primary seven learners at three selected primary schools in the Rhino Camp settlement. The sample size of the study was determined to be 108 respondents. Results 71% of the respondents were male and 29% were female. There was a positive correlation between peer group learning environment and learners' performance, with a Pearson correlation coefficient of 0.543**. This correlation was statistically significant at the 0.01 level (2-tailed). Peer group learning environment has a significant positive impact on learners' performance. A conducive and supportive learning environment within the peer group contributes to better academic performance. Conclusion Group learning in a peer environment has a positive influence on learners' performance in primary schools within Rhino Camp Refuge Settlement. It fosters a favorable learning environment, promotes active participation, enhances motivation, improves communication skills, fosters cultural understanding, and provides emotional support. These findings highlight the potential benefits of implementing group learning strategies in primary schools in refugee settlements. Recommendation Schools should create a conducive learning environment that promotes peer interaction and mutual learning.

Exploring Undergraduate Nursing Students' Perceptions on Clinical Learning Environment in the UAE: A Focus on Perceived Benefits and Challenges.

Establishing a supportive clinical environment is paramount for enhancing nursing students' engagement in clinical practice, their clinical proficiencies, and satisfaction. The increase in nursing student enrollment at the Nursing College, driven by the collaborative efforts between Abu Dhabi Health Services Company (SEHA) and universities, has given rise to concerns regarding the quality of education and clinical instruction. These concerns are primarily due to the increased student-to-instructor ratio. Furthermore, the unsupportive clinical settings and learning tensions underscore the need to understand students' learning experiences and address research gaps within the field of clinical learning in the United Arab Emirates (UAE). The purpose of this study is to investigate the undergraduate nursing students' perceptions of their clinical learning environment, with a focus on perceived benefits and challenges. This study used a cross-sectional survey design. The researchers administered a five-point Likert scale questionnaire, which had been adapted and contextualized, to a convenience sample of 217 third and fourth-year nursing students who willingly participated in this study. Despite the presence of positive aspects, such as diverse clinical experiences and strong support from both clinical instructors and peers, several challenges affect the students' clinical learning. These challenges encompass disparate perceptions of supervision among staff nurses, learning tensions related to student academic workload, insufficient clinical supervision, and difficulties in finding assistance when needed. There is a clear need to enhance the overall ward learning environment to optimize students' academic motivation and clinical skills. Several measures can be taken to achieve this goal, including incentivizing and reducing the workload of staff nurses, investing in the professional development of clinical instructors, promoting peer interactions and group learning, and adopting a block pattern of education in years three and four for better clinical knowledge assimilation and reduced theoretical workload.

IM Twenty-Four Steps Of Educational Innovation In Indonesia

This study aims to critically analyze educational innovation in Indonesia through twenty-four appropriate educational strategies. This type of research is library research. Collecting data by identifying discourse from books, papers or articles, journals, newspapers, the internet (web), or other information related to education. Data analysis used descriptive analysis, content analysis, and scientific critical analysis. The results of the study show that educational innovation in Indonesia can implement twenty-four educational strategies which include Personalization, Multi-Age Classes, Small Community Learning, Peer Group Learning, Small Group Learning Communities with other groups, Multidisciplinary Curriculum with Block Scheduling, Cooperative Learning, Cooperative Learning, Project Based Learning, Co-Teachers, Teaching Teams, Community Service Learning, Looping Partnerships, Business for Assessment, Resources, and Funding, Global Connections, Laptops, and Wireless Technology for Anywhere, Anytime Learning, Parental Involvement, Students Putting on Shows, Curriculum Life Skills (Non-Academic), Meaningful Career Counseling, Social/Emotional Counseling, Open Learning, Education to Serve Student Needs, Portfolio-Based Assessment and New Paradigm of School Buildings.

Peer Group Method Can Improve Adolescent Behavior in Prevention of Cervical Cancer

Cervical cancer is a disease that often attacks women's reproductive health. So we need a communityempowerment in the form of training of trainers to improve cervical cancer prevention behavior inadolescents with a peer group method approach. Facilitation activities include counseling on peer group learning methods, conducting training on improving behavior in preventing cervical cancer with the peer group method for adolescents. Activities carried out for one month, starting from planning, preparation, implementation and evaluation. This training was able to increase knowledge, attitudes and behavior in preventing cervical cancer in adolescents. It is recommended that participants who have been trained to be tutors are able to train their peers at school and in their neighborhood.

Pengaruh Peer Group Bullying Terhadap Psikologi Belajar Aqidah Akhlak Siswa Kelas VII C Di MTS Tarbiyatul Islam Soko Tuban

In this study, the problem studied was peer group bullying behavior. This bullying behavior does not look at the age or gender of a person. The purpose of this study was to determine the effect of peer group bullying on the psychology of learning aqidah morals of class VII C students at MTS Tarbiyatul Islam Soko Tuban. This observation uses a field research type of research with a descriptive quantitative approach and simple linear regression analysis. The population taken in class VII C is 32 students. And samples taken from the total population, namely, 32 students. The sampling technique used is non-probability sampling. The results of the study seen from the value of the coefficient of determination (R2) stated that there was a significant positive effect between peer group bullying on learning psychology by 13.6% and the remaining 86.4% influenced by other points of view. Based on the SPSS test, the correlation value is 0.369, with a significance value of 0.019 <0.05, it is stated that there is a correlation between peer group bullying and learning psychology

Analysis Of Peer Group Support and the Learning Environment with Learning Motivation for Nursing Students

Learning motivation is a driving force from within a person to carry out activities including learning in achieving achievement. Motivation to learn can be seen from the results of exams and even from everyday phenomena such as studying only during exams, being sleepy while studying, working together during exams. If that motivation is not increased and instilled in oneself, it can lead to a degradation of enthusiasm, it can even lead to a loss of enthusiasm for learning. The purpose of this study was to analyze the relationship between peer group support and the learning environment with the learning motivation nursing students. The research design used correlation with cross sectional approach. The population and research sample were 93 people using total sampling technique. Data collection is done directly using a questionnaire. Based on the results of the study, the average peer group support is found to be 60.67, standard deviation 6.611, min-max value 37-77, estimate interval 59.31-62.03. Learning environment with a mean of 42.04, standard deviation of 4.147, min-max value of 31-35, estimates interval of 41.18-42.90. Motivation to learn with an average of 67.55, standard deviation 6.470, min-max value 52-80, estimates interval 66.22-68.88. The results of the Pearson product moment statistical test between peer group support and a learning environment with learning motivation found p-values ​​of 0.001 and 0.007, respectively. The correlation value of peer group support and learning environment with positive learning motivation is 0.346 and 0.279, respectively. This means that there is a significant relationship between peer group support and the learning environment with learning motivation and the higher the value of the peer group and learning environment, the greater the score of learning motivation. It is hoped that STIKes Santa Elisabeth Medan will continue to improve peer groups and comfortable infrastructure, away from noise in increasing student motivation to learn.

Competency-Based Medical Education for Indian Undergraduates: Where do we Stand?

Abstract The traditional system of medical education was a structure and process-based system with limited assessment of application of knowledge, skills, and attitudes. Decades after the World Health Organization gave preliminary guidelines on Competency-based medical education (CBME) in 1978, countries around the world are still taking to the newer medical education systems. In India, CBME replaced traditional system of medical education in 2019 while the National Medical Council replaced Medical Council of India in 2020. The annual intake of medical undergraduates has reached an all-time high of one lakh students per year in India and our medical education system is taking baby steps toward CBME. The implementation of CBME poses different hurdles for medical educators as well as medical students. Medical educators are yet to develop confidence in the newer teaching learning methods (e.g., Small Group Teaching, Role-play, Peer group learning etc.), along with the array of newer assessment methods. There in lies an immense and urgent need of training medical educators with continued hand holding along with adapting newer teaching learning methods to the students of generation Z who are tech-savvy but anxious and indulged yet stressed. This review has tried to articulate the current situation of CBME in the world and in India, acceptance of CBME by faculty and students and the way forward for India’s medical education system.

Thinking aloud: the role of epistemic modality in reasoning in primary education classrooms

Thinking together in primary classrooms has received much scholarly attention in recent years, with a focus on educational dialogue at the forefront of studies concerned with identifying what constitutes effective language for learning. Whilst the expression of explicit reasoning is often discussed, less attention has been given to the role that provisionality or vague language plays in supporting the articulation of ‘thinking aloud in action’. In this study, we draw on data which comprised recorded lessons of primary-aged children (8–10 years old) in whole class and small peer-group learning contexts. Using linguistic ethnography we examine the data for patterns of specific vocabulary associated with reasoning and provisional or vague language. We then identify episodes in the transcripts where the language co-occurs. Tracking two children’s contributions, we are able to note the differences in their articulation of ideas in the different learning contexts of whole class and small group. We conclude that not only is thinking aloud complex, fluid and provisional, but that ‘epistemic modality’ supports reasoning by allowing a tempering of proposed ideas and by appealing to listeners by referencing shared experiences. The small group or larger whole class contexts change this relationship, though not necessarily as expected.

Pharmacology studying practices and theory presentation skills followed by under graduates

Background: We observed subpar performance in written assessments. We wanted to identify and address the modifiable contributing factors. Aim: study was undertaken to assess studying practices and preparation for assessments by students in Pharmacology. Methods: study was conducted using questionnaire among 147 fifth and 147 third semester medical students.Questions regarding timing of preparation, revision, sources of drug information, difficult topics, practical exercise preference, e-learning sources, time allotment for questions and diagrams usage were posed. Results: 56% third semesters started studying pharmacology only before monthly tests in contrast to fifth semesters who were trisected in their approach of serious studying.Textbooks were primary source. Higher number of fifth semesters (93%), than third semesters (80%), used internet for learning. Fifth semesters browsed internet for learning more than third semesters. Greater number of fifth semesters viewed online lecture videos and referred to online medical dictionary compared to newer batch.When asked to select practical exercises, fifth semesters favoured prescription writing whereas third semesters preferred clinical problems.Conclusion: Blended approach and peer group learning was more common in seniors. Junior batch students had superficial approach, were task driven towards exam preparation and presentation individualistically.

Modeling Physical Interaction and Understanding Peer Group Learning Dynamics: Graph Analytics Approach Perspective

Physical interaction in peer learning has been proven to improve students’ learning processes, which is pertinent in facilitating a fulfilling learning experience in learning theory. However, observation and interviews are often used to investigate peer group learning dynamics from a qualitative perspective. Hence, more data-driven analysis needs to be performed to investigate the physical interaction in peer learning. This paper complements existing works by proposing a framework for exploring students’ physical interaction in peer learning based on the graph analytics modeling approach focusing on both centrality and community detection, as well as visualization of the graph model for more than 50 students taking part in group discussions. The experiment was conducted during a mathematics tutorial class. The physical interactions among students were captured through an online Google form and represented in a graph model. Once the model and graph visualization were developed, findings from centrality analysis and community detection were conducted to identify peer leaders who can facilitate and teach their peers. Based on the results, it was found that five groups were formed during the physical interaction throughout the peer learning process, with at least one student showing the potential to become a peer leader in each group. This paper also highlights the potential of the graph analytics approach to explore peer learning group dynamics and interaction patterns among students to maximize their teaching and learning experience.

Teachers' views on the acceptability and implementation of the Incredible Years® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial.

BackgroundThe Incredible Years® (IY) Teacher Classroom Management (TCM) programme may reduce disruptive behaviour in the classroom and improve child and teacher mental health; however, few studies have considered how acceptable TCM is to teachers or what facilitators and barriers there are to its implementation.AimsIn this paper we examine the acceptability of the full 6‐day TCM programme and teachers’ perceived barriers and facilitators to implementation in the English (UK) primary school context.SampleForty‐four English (UK) primary school teachers who attended the TCM programme as part of the STARS trial.MethodsWe completed focus groups and telephone interviews with participating teachers 2 months after they completed the TCM programme. Thematic analysis was used to examine the data, and a framework approach was applied to organize and summarize themes.ResultsTeachers liked the structure of the course, the peer group learning environment, delivery methods, and the opportunity to reflect outside the classroom on their practice. They reported that the video clips used lacked cultural relevance and highlighted the importance of group leadership style. Perceived facilitators to implementation included an understanding of the theory underpinning TCM and adaptability of the TCM strategies. Barriers included perceived gaps in the course content in relation to challenging behaviour, applying strategies with older children and the school context within which teachers were working.ConclusionOur findings suggest high levels of acceptability to TCM overall, but also highlight the need for a whole school approach to combat potential barriers to implementation.

TAKE HOME MESSAGE FOR M.B.B.S STUDENTS FROM NEWLY INTRODUCED ONLINE CLASSES DUE TO COVID-19 PANDEMIC

BACKGROUND: The internet becomes “information superhighway”. From its inception, it had grown such that it could be accessed from any part of the world. Conventional classroom teaching had been replaced to some extent by online learning. Almost two years of online classes due to lockdown in Corona virus pandemic, helped the students to understand the future learning methodology. OBJECTIVE:To determine the “take home” message for the M.B.B.S students from online classes. METHODOLOGY: Both live and recorded online classes had been introduced during lockdown period. When medical college opened and students were back to classes a survey was undertaken based on the semi structured questionnaire based on google form. Responses were analyzed with Microsoft excel 365 software. RESULT: 143 out of total 200 students responded (72%). 64% students liked recorded classes, according to them, recorded classes could be accessed at a convenient time (44%), repeat watching helped to clear the concepts (34%), easily accessible (53%), video could be shared among the peer groups (61%). Rest of the students preferred live streaming classes. In their opinion, live classes felt like actual class (75%), could directly interact with friends (66%), asking question directly to the teachers (34%), They tried to include in future the following aspects of online learning to ofine classroom teaching, those were: start peer group learning, sharing the useful contents, improvements of technological knowledge and skills, to maintain discipline in the class- there were take home message for the students after long one year of online classes CONCLUSION: It was clear if proper strategy had been taken and if widespread internet connections would be provided the online classes could be effective as classroom teaching.

Enacting cultural literacy as a dialogic social practice: the role of provisional language in classroom talk

The concept of cultural literacy as a dialogic social practice celebrates alternative perspectives. Navigating multiple perspectives in dialogue requires high ‘tolerance of ambiguity’ characterised by a positive, open and flexible attitude towards uncertainty. This article aims to explore how provisional language is used in classroom dialogue to enact tolerance of ambiguity and its associated democratic behaviours. It draws on data collected as part of a larger European-funded project in which children and young people used wordless texts as springboards to engage in discussions about cultural themes. We report findings from an in-depth qualitative analysis of two lessons (for 9–10-year-olds and 13–14-year-olds) chosen due to their use of provisional language and focus on multiple perspectives. We explore how the social element of provisional language enables students to enact key democratic behaviours as they learn to navigate multiple perspectives in small peer-group learning contexts. We find that teacher modelling and dual objectives in promoting such language are central to creating a safe dialogic space with inherent democratic potential that is not bound by solution-seeking goals. We consider the pedagogical implications of this by problematising the role of dialogue in enacting democratic behaviours through a critical exploration of the concept of ‘voice’.

Problematika Pembelajaran Daring Mata Pelajaran PAI di Masa Covid-19

In min-2020 the whole word was shocked by the existance of covid-19, this covid had a huge impact in the word of education, including learning Islamic Relegion Education, so that is was trasferred from being face to face to online system PJJ. Islamic Relegion Education plays an important role for students because basically the purpose of Islamic Relegion Education is to increase the faith of studen, and undrestanding of studen so that they become faithfull and devoted people and have noble character in their lives, society, nation and country even tought the situation is still a covid pandemic-19. The purpose of this study is to determine the problem of students and the efforts of parent od students in overcroming problems that occur in students in the learning procces online or PJJ. This research uses qualitative field research methods in which a researcer goes directly to the field observing and data collection techniques used, namely by observation and interviews with students and parent of students in order to find out the problems of online learning experinced by students. In a pandemic situation that requires online learning for students, of course, they experience problems such as what happened in Totosan, Batang Batang District. As for the problems that are often faced, namely learning is less than optimal and confusive, lac of understanding of PAI material by student and parents of students, lack of cellphone availability and poor network connection and busy parents of students when online learning begins. So that of students need efforts to evercome the problems that occur, such as continuing to provide support and guedance as much as possible to students as well as holding peer group learning guided directly by parentsof student who understand better.

Enhancing postgraduate researcher wellbeing through support groups

Purpose This paper aims to examine the effectiveness of PhD support groups as an intervention that improves mental well-being and increases confidence in timely PhD completion. Design/methodology/approach Participants of six PhD support groups, which we co-facilitated, completed a survey at the start of the intervention and at the end of the eight weeks of attendance. The survey measured subjective well-being and confidence in completion using the Warwick-Edinburgh Mental Well-being Scale and statements from the Postgraduate Research Experience Survey (2017 and 2019). The final survey also included open-ended questions to identify the helpful factors of the intervention. Findings Participants’ subjective well-being scores increased considerably over the eight weeks of group attendance and improved from initial score ranges associated with risk of depression or psychological distress. As a result of feeling understood and supported by other group members, participants felt less isolated and anxious, were more satisfied with their life and work-life balance, and felt more confident about completing their PhD within the institutional time frame. The results confirm previous findings on the positive effects of social support and the relationship between poor well-being and attrition. Practical implications Support groups could form an integral part of university support as they increase well-being and could improve retention. Originality/value Existing literature mainly highlights factors that affect postgraduate researchers’ well-being, with limited research on innovative interventions. This paper investigates the impact of social support in a facilitated peer group that focuses on the emotional and psychological aspects of the PhD experience, rather than peer group learning or support with specific research tasks.

Continuing professional development designed as second-order action research: outcomes and lessons learned

ABSTRACT This paper reports the results from a second-order action research process, accompanying a continuing professional development (CPD), the Pedagogy and Subject Didactics Programme (PFL). PFL is a 2-year-postgraduate university course that focuses primarily on subject didactics, action research methods and peer group learning. This study accompanied PFL 2015–2017 with 20 graduates. The main objectives of the evaluation were to verify and maintain a good quality of the input and the possibility to bring this input into the daily work of teachers. Through the formative process orientation, we as program administrators were enabled to integrate many insights directly into the further development of the course. The described process shows how and to what extent PFL could be positively shaped by feedback from teachers and our reflection on it. In this way we were able to meet the needs of the participants without losing sight of PFL’s goal. Targeted interventions enabled us to achieve most of the two main objectives of the study.

Affect in Peer Group Learning During Virtual Science Inquiry: Insights From Self-Reports and Video Observations.

The purpose of this study was to explore affect in small groups learning together face-to-face in a virtual learning environment. The specific aims of the study were to establish how affect within groups (valence, intensity) related to the quality of group outcome (high, average, low), and to capture individual differences within the groups by using a multimethod approach. Participants were six groups of three high school students (N = 18) who achieved distinct outcome levels. Students’ self-reports of their affect and observed affect (researcher-coded selected segments from videos) were used to examine affect during three phases of interdisciplinary science inquiry, namely, planning the experiment, experimenting in the virtual laboratory, and concluding and preparing a joint group presentation. The overall results showed that positive affect was prevalent in both self-reports and researcher-coded observations across all phases. However, while self-reports displayed a strong dominance of positive affect, there was more variation in observed affect. Furthermore, the intensity of affect was higher in self-reports than in observations, for both positive and negative affect. Nonetheless, no effect of affect on group outcome was found. Finally, while within-group consistency in affect was evident in the extreme groups (high, low performance), it was more ambivalent in the groups that achieved an average performance. The results are discussed in light of the literature, and directions for future research on affect in collaborative learning are proposed.

Natural peer group approach as a learning strategist for maximizing dental health education in school-age children

Aim: To find out a natural peer group approach toward the knowledge of the dental and oral fields effectively. Materials and Methods: This research is a quasi-experimental research with before–after study design. This study comprising 77 students for total sampling method was conducted on grade 4–5 students (aged 10–11 years). Data collection method used is by way of pretest and posttest for measuring data of oral and dental health knowledge. Sociometric questionnaire was administered to the students in order to identify the condition of the formation and reference character of natural peer group. The third data are the primary data obtained directly from the research respondents. The researcher provided dental and oral health intervention to the peer group reference before the peer group reference was allowed to mingle with peer group members without control and supervision during the effective 2x day school. The evaluation process was confirmed the shared information from the group leader with Oral Health questionnaire. This method conducted to find out the effectiveness of Oral Health Education counseling through Natural Peer Group teaching method. The data were analyzed by the comparative method using Statistical Package for the Social Sciences software version 17.0 (SPSS, Chicago, IL). Results: There is an increase in grade averages in grade 4 (P = 0.783) members’ score, and a decrease in grade 5A (P = 0.202) and 5B (P = 0.725) members’ score. In both grade 4 and 5 leader students, all the posttest values increase, but only grade 5 has a significant difference (P = 0.047 an P = 0.006). Conclusion: Natural peer group learning is not suitable for dental health education counseling method.