Peer Interaction Research Articles

Exploring the characteristics of undergraduates’ Critical thinking development in peer interaction via epistemic network analysis

Although peer interaction has been considered a way to develop students’ critical thinking, there has been a lack of comprehensive exploration of the teaching strategy of analyzing undergraduates’ peer interaction regarding critical thinking skills and dispositions. In this study, 33 third-year undergraduates participated in a peer interactive learning activity. By means of Epistemic Network Analysis (ENA), the characteristics of developing critical thinking in peer interaction of high- and low-scoring groups were revealed. It was found that undergraduates’ critical thinking mainly involved the critical thinking skills of analysis, evaluation, and inference, more than the critical thinking dispositions of curiosity, open-mindedness, persistence, and reflection. High-scoring group students’ critical thinking had more associations among persistence, analysis, evaluation, inference, and open-mindedness, while low-scoring group students’ critical thinking had more associations with curiosity, analysis, and inference. Moreover, the high- and low-scoring group students who engaged in peer interactive learning activities at each stage exhibited statistically significant differences in critical thinking characteristics including connectivity and interdependence. The low-scoring groups focused on critical thinking skills, whereas the high-scoring groups were driven by critical thinking dispositions. Finally, interventions for developing critical thinking are discussed, and suggestions are made to assist in designing and implementing future peer interactive learning activities.

Rethinking peer interaction in language classrooms: students and L1 peers as mediators and experts in higher education

ABSTRACT In today’s multilingual and multicultural societies, different languages and cultural orientations converge for complex purposes. This study examines how Spanish language students and their native peers (L1 peer = L1P) experiment with dynamic and culturally embedded language uses in higher education. The data included conversation recordings between students (N = 17) and L1Ps (N = 2). A qualitative conversation analysis of the student-L1P interaction revealed multiple and shifting learner-expert positions that led to reciprocal intercultural mediation. Both students and L1Ps mediated diverse linguistic and cultural knowledge to each other by relying on a rich array of multimodal mediational means. However, the L1Ps’ role as peers on the students’ level was crucial in fostering communication in the target language beyond native and non-native speaker positions.

Enhancing Interdisciplinary English Learning: A Systematic Review of the HyFlex Model's Strategies, Challenges, and Implications

This systematic review offers a thorough analysis of the existing research on the utilization of the HyFlex (Hybrid-Flexible) learning model in interdisciplinary English courses. Drawing insights from 24 empirical studies published from 2008 to 2023, the review aims to showcase successful tactics for enhancing the HyFlex methodology while pinpointing notable deficiencies in its integration within the context of interdisciplinary English education. The review reveals promising strategies, such as leveraging peer interactions, utilizing authentic assessments, and implementing discipline-specific guidelines. However, it also uncovers critical gaps, including insufficient research on the model's effectiveness, a lack of frameworks for assessing higher-order skills, and challenges in facilitating meaningful discourse across modes. The review further highlights the need for more robust faculty training, consistent institutional support, and greater accessibility and inclusiveness for diverse student populations. To address these gaps, the review recommends the development of comprehensive assessment frameworks, investment in faculty training, integration of work-integrated learning, and implementation of blended synchronous approaches. By addressing these areas, the HyFlex model can be optimized to create more inclusive, flexible, and effective learning environments for students in interdisciplinary English courses. This review provides a solid foundation for understanding the current research landscape and identifies key areas for future development, offering valuable insights for educators, policymakers, and researchers seeking to enhance student engagement and learning outcomes.

Promoting students' creative self-efficacy, critical thinking and learning performance: An online interactive peer assessment approach guided by constructivist theory in maker activities

Peer assessment is acknowledged as a potent strategy that motivates students to engage in reflection and comparison through the evaluation of their peers' work. However, the effectiveness of peer assessment is not always satisfactory due to a number of factors, such as lack of in-depth understanding of peers' work and insufficient motivation for the behavior of evaluation. Based on constructivist theory, this study proposed an Understanding-Evaluation-Backward Evaluation-Reflection based peer assessment (UEBR-PA) approach, which directs students to comprehensively grasp their peers' projects, undertake efficient evaluations, provide retrospective reviews on others' feedback, and ultimately, integrate this collective feedback to refine and enhance their own projects. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in an Open-Source Hardware Project Design course with 54 university students from two classes. One class was assigned as the experimental group to conduct the peer assessment using the proposed approach, while the other class was assigned as the control group to conduct the peer assessment using the conventional presentation-evaluation-communication based approach. The results of the study indicated that the UEBR-PA approach significantly increased students' creative self-efficacy, critical thinking tendency, and learning performance. Furthermore, students engaging with the UEBR-PA approach showcased more positive interactive assessment behaviors.

Exploring the Landscape of Challenges and Opportunities in Teaching Speaking Skills

Speaking skills are defined as the skills which involve guiding learners to articulate thoughts coherently, express ideas fluently, and communicate effectively in spoken language through various interactive and engaging activities. As communication has become increasingly pivotal in the globalized landscape, the demand for effective speaking proficiency is more prominent than ever. The prime objective of writing this review article is to explore major challenges, and opportunities in teaching speaking skills in the context of English as a Foreign Language (EFL). In pursuit of this objective, extensive reviews and analyses of related materials from books, journal articles, and online resources have been undertaken. This article concludes that pronunciation, vocabulary building, fluency, grammar and syntax, listening skills and interactive activities are the aspects of teaching speaking skills, and learners’ anxiety and shyness, large class sizes, lack of teacher expertise, limited exposure and sources, lack of practice opportunities, diverse student needs, inadequate pronunciation correction, etc. are major challenges. Concurrently, authentic communication tasks, technology integration, peer interaction and collaborative activities, self-assessment and reflection, enhanced communication skills, real-life application, increased language proficiency, critical thinking and problem-solving, building confidence, career advancement, global communication, student engagement, etc. are prominent opportunities within the teaching of speaking skills. The findings of this study have implications for EFL teachers, teachers and curriculum designers who aim to enhance the quality of speaking skills in EFL contexts.

The impact of instructional design on language acquisition in multilingual STEM classrooms

This conceptual review investigates the profound influence of instructional design on language acquisition within the dynamic context of multilingual STEM classrooms. In an era marked by the intersection of diverse linguistic backgrounds and the growing emphasis on STEM education, understanding how instructional strategies can facilitate language learning alongside scientific inquiry is imperative. This paper navigates through the intricate terrain of curriculum development to elucidate strategies to foster environments conducive to language acquisition and scientific exploration. The strategies for seamlessly integrating language objectives into STEM lessons are central to this exploration. The paper underscores the importance of deliberate planning to embed language proficiency goals within the framework of scientific concepts, thereby facilitating a holistic approach to learning. Furthermore, it illuminates the role of collaborative learning activities in nurturing language skills, emphasizing the synergy between peer interaction and linguistic development. Through collaborative endeavors, students engage in meaningful discourse, negotiating language use while collectively constructing scientific knowledge. Moreover, the review delves into the efficacy of scaffolded instruction as a cornerstone for supporting students' linguistic and cognitive development. By providing structured support tailored to learners' proficiency levels, scaffolded instruction scaffolds students' language acquisition journey while concurrently scaffolding their understanding of complex STEM concepts. This targeted approach not only cultivates language fluency but also fosters conceptual mastery, ensuring equitable access to STEM education for all students regardless of linguistic backgrounds. This conceptual review offers insights into the intricate interplay between instructional design and language acquisition within multilingual STEM classrooms. By delineating strategies for embedding language objectives, fostering collaborative learning, and implementing scaffolded instruction, it contributes to the ongoing discourse on enhancing educational practices that empower students to thrive linguistically and scientifically in the multicultural landscape of modern education. Keywords: Instructional Design, Language Acquisition, Multilingual, Stem Classrooms, Curriculum Development, Scaffolded Instruction.

Rethinking approaches to reflection in initial teacher education

ABSTRACT Background During initial teacher education, reflective thinking can have a key role to play in preparing pre-service teachers for professional practice. Therefore, the approaches taken to assist reflection are important to optimise learning from classroom experiences. Purpose This case study from Finland sought to examine the development of pre-service teachers’ reflective thinking during a teaching practicum in which a non-prescriptive, self-guided approach to reflection was implemented. Method Drawing on best practice, we designed an approach to reflection which placed emphasis on the agency of the pre-service teacher, and involved elements including dialogue, peer interaction and collaboration, and video. The research followed three pre-service teachers who worked in a peer group with their mentor-teacher during a six-week teaching practicum where this approach was employed. The peer-group mentoring discussions were recorded and analysed qualitatively. Findings The in-depth analysis of data identified three different sequences of self-guided reflection phases, with findings revealing how the pre-service teachers’ reflective thinking developed according to their individual and shared trajectories. It suggests that for practicum experiences to be reflected on in a way that supports deep learning, the process must stem from pre-service teachers’ individualised learning needs. Conclusions This case study highlights the rich potential of a non-prescriptive, self-guided approach to reflection as a tool for use during initial teacher education. It can offer a more personalised and active way for pre-service teachers to learn from early teaching experiences, gain practical understanding and develop their reflective thinking.

Preschool as a space of children’s peer learning

The article aims to discuss children’s peer learning at a preschool level. The terminology is standardised, the varieties of peer learning are presented, and their cognitive and social effects are demonstrated. The researchers indicate the constructivist theories of cognitive development by Jean Piaget and Lev S. Vygotsky (as well as their later interpretations) as a theoretical context for explaining peer interactions. In order to extend the problem of peer learning to preschool education, the studies of 2- to 7-year-olds are referred to. In the summary, the favourable and unfavourable conditions for peer learning in the kindergarten space are determined.

How Narrative Skills Associate With Peer Relations

Narrative skills are essential for children's social development. However, existing research primarily focuses on narratives' impact on children's cognitive abilities, with limited attention given to the relationship between narrative skills and peer interactions. This study aims to explore how oral and written narrative skills are associated with peer relations from a social perspective. 166 Chinese primary school children were randomly assigned to tasks of oral and written narratives, as well as peer nominations. Results indicate that grade 5 students performed significantly better than grade 3 students in both written and oral narrative tasks. Moreover, the level of written narrative proficiency surpassed that of oral skills. Significant interactions were also found among grade level, gender, and narrative modes. Crucially, narrative skills exhibited positive correlations with peer nominations, with stronger correlations seen for written narratives. These findings have important implications for narrative research and language instruction.

Evaluation of the Effect of Parental Participation on Chinese Adolescent Behavioral Development Through the Mediating Effect of Peers: A Moderated Mediation Model.

With the rapid changes in the social environment, adolescents are facing increasing academic pressure and challenges to their physical and mental development in the socialization process. The purpose of this study was to investigate the influence mechanisms of parental participation on adolescent behavioral development (learning persistence, expressive language ability and knowledge absorption ability), revealing the mediation role of adolescent positive and negative peer interactions between parental participation and behavioral development, and whether differences in parents and children's educational expectations moderate this process. This study was measured using the Parental Participation Questionnaire, Peer Interaction Questionnaire, Behavioral Development Scale, and Educational Expectancy Gap from the China Education Panel Survey. A total of 7730 seventh-grade students and their parents were invited to participate, to establish a moderated mediation model, and the significance of the mediation effect was tested using the bias-corrected percentile Bootstrap method. (1) High frequent parental participation has a significant positive effect on adolescent behavioral development, including behavioral participation, emotional participation, and educational participation all exerting varying degrees of positive influence, as well as positively influencing adolescents' peer interactions. (2) Positive and negative peer interactions play the mediation role of 12.3% and 2.5% respectively in the process of parental participation affecting adolescent behavioral development. (3) Comparing "educational expectation gap - equal", the "educational expectation gap - high" negatively moderates the effect of parental participation on adolescent behavioral development and positive peer interaction (inhibitory effect), the "educational expectation gap - low" positively moderates the effect of parental participation on negative peer interaction (facilitation effect), which meant that the "educational expectation gap - equal" between parents and children is a more desirable state. These findings provide empirical support and effective operational suggestions to further promote positive adolescent behavioral development. Particularly for developing countries, it is recognized that positive parental participation and peer interaction, as well as equal educational expectation of parents and children, are protective factors for adolescent development.

Psychological maltreatment by teachers and peer victimization in Chinese youth: Depression and aggression as mediators

BackgroundPsychological maltreatment by teachers and peer victimization are significant public health issues among youth. However, few studies have verified transactional associations between psychological maltreatment by teachers and peer victimization at the within-person level and the mediating roles of depression and aggression have yet to be fully evaluated. ObjectiveThis study examined the transactional associations between psychological maltreatment by teachers and peer victimization from middle childhood to early adolescence, separating within- and between-person variation. The study also examined whether youth's depression and aggression mediated the associations. Participants and settingA total of 4945 Chinese youth (Mage = 9.92 years, SD = 0.73 53 % boys) completed a packet of measures on five occasions at 6-month intervals from May of 2017 to May of 2019. MethodsRandom Intercept Cross-Lagged Panel Models (RI-CLPMs) were used to distinguish between- and within-person effects. ResultsThe results indicated that: (a) Psychological maltreatment by teachers predicted peer victimization, and vice versa; (b) Depression (but not aggression) mediated the associations from peer victimization to psychological maltreatment by teachers. ConclusionsThe findings supported bidirectional spillover effects between adverse teacher-student and peer interactions and demonstrated at the within-person level that such effects were transmitted indirectly via youth's depression.

The Influence of Distance Learning Contracted Live Teaching Strategies on Learning Effectiveness, Learning Motivation, Self-efficacy, and Cognitive Load

<p>Distance learning lacks person-to-person interaction, which makes learning less interesting. While peer interaction can gain the support, assistance, and discussion of peer empathy, which can effectively motivate learning. This study proposes a remote peer live learning strategy, which allows learners to conduct peer learning anytime and anywhere via the Internet and uses peer-to-peer video methods to conduct peer-to-peer live teaching. Explores the influence of adding peer factors on their learning effectiveness and learning motivation. The findings of this study are as follows: (1) The learners who use peer live teaching strategy, regardless of whether they are high or low achievement, can effectively improve their learning effectiveness, learning motivation and reduce their cognition compared with those who use general distance teaching. (2) Students who utilized the peer-to-peer live teaching platform exhibited notably higher levels of technology acceptance compared to their counterparts enrolled in the conventional distance learning system.</p> <p> </p>

The relationship between children's emotional development tasks fulfilment and Strength and Difficulties Rutter Questionnaire assessment on elementary school-aged children's mental health.

To assess the emotional development of school-aged children. The descriptive, analytical study was carried out on children of elementary schools in the Semarang City area in January 2022. Included were children aged 6-12 years with active elementary school status. Data was collected using the 25-item Strength and Difficulties Rutter Questionnaire. The questionnaire was filled manually by the subject along with the guardian or teacher. Data was analysed using SPSS 20. Of the 326 children, 174(53.21%) were girls and 153(46.79%) were boys. Overall, 171(52.3%) subjects were aged <10 years, while 156(47.7%) were aged 10-12 years. There were 295(90.21%) children with normal prosocial behaviour, 206(63%) with normal emotional status, 264(80.73%) with normal conduct, 133(40.67%) with normal hyperactivity level, and 91(27.83%) with normal equation with peers. Different domains of the Strength and Difficulties Questionnaire showed varying degrees of pro-social behaviour, emotional status, conduct, hyperactivity level and peer interaction among the subjects.

Hubungan Pola Asuh Orang Tua dengan Interaksi Sosial pada Teman Sebaya pada Siswa Kelas Va di SDN 1 Bukit Tunggal Palangka Raya

Parenting plays a significant role in shaping a child's personality. The issue of parenting arises due to the lack of parental attention towards their children, often because parents are preoccupied with work. This phenomenon is observed at SD Negeri 1 Bukit Tunggal in Palangka Raya, where there is a lack of social interaction among peers, as seen from children's behavior, such as preferring to be alone, having poor communication with peers, and lacking empathy, which results in low sensitivity to their social environment. This study aims to examine the relationship between parenting styles and peer social interaction among Grade VA students. Method: The research design used was a correlation study with a cross-sectional method, aimed at identifying the correlational relationship between two variables. The instruments used in this study were questionnaires and the Spearman Rank statistical test, administered to 36 students in Grade VA. Results: The significance value of the relationship between parenting styles and social interaction at SDN 1 Bukit Tunggal was 0.548 &gt; 0.05. Therefore, the hypothesis H1 was rejected, indicating that there is no relationship between parenting styles and peer social interaction among Grade VA students at SDN 1 Bukit Tunggal, Palangka Raya. Conclusion: There is no relationship between parenting styles and peer interaction in the process of shaping children's personalities, based on the research results.

Collaborative, responsive behavior in peer interaction

Background: Interactive work with children who have unequal cognitive resources and unequal access to language can be challenging. This article explores the collaborative labor involved in establishing alignment between a child with Down syndrome in combination with hearing impairment (DS-HI) and a hearing peer without DS, during a shared interactive book reading activity in an inclusive educational setting. Method: Video recording of children in a naturally occurring, shared book reading activity is analyzed using conversation analysis. The recording took place in the children’s school. Results: The situated shared book reading is regulated by interaction rules. A pattern of collaborative, responsive behavior where the children align to each other’s initiatives is identified within these interaction rules. Discussion and conclusion: The shared book reading format has a scaffolding function in the interaction. The findings illustrate how a typically developing peer is able to align to the sensory and cognitive capacities displayed in the child with DS-HI, and how this facilitates co-created meaning-making in the interaction.

Exploring Online Chinese-English Bilingual Content and Language Integrated Learning Classrooms Through Moment Analysis

Bilingual education studies consider the fluid and dynamic linguistic repetoire of teachers and students as helpful resources accomplishing communicative goals in real-life context. This study examines the translanguaging practices of Chinese-English bilingual Content and Language Integrated Learning (CLIL) classrooms in an online environment. Data was collected through partiticpant classroom observation and interviews. Moment analysis is employed to analyze the creativity and costs of translanguaging moments of the stakeholders. The classroom observation demonstrated translanguaging, as a co-constructed communicative tool, was initiated both by the teacher and students as translanguaging agents. Specifically, peer interaction and question answering were two main contexts in which students initiated translanguaging. And the teacher initiated translanguging in three contexts, namely, acamedic content knowledge teaching, classroom feedback and classroom management. Results from interviews with the teacher and students revealed that English proficiency might be the primary factor spurring translanguaging practices. Weaker English proficiency would lead to more active translanguaging praxis. Besides, translanguaging forms might be mediated by socio- and cultural-linguistic factors. English is used to express compliment and approval while Chinese will be employed to offer constructive criticism. Lastly, the costs of translanguaging moments were furthure analyzed. It is concluded that students translanguaging in the context of peer discussion lowered their cost of communication. Through code-mixing students confidence in solving academic problems is boosted and their engagement in group project is promoted as well. Teachers translanguaging lowered teachers teaching cost and students learning cost whereby the teacher-student confidence was co-constructed in this specific context. Whilst translanguaging pedagogy is endorsed in terms of content knowledge teaching and learning, it remains unclear whether the English proficiency is facilitated. Current research indicates it is important to be critical of translanguaging costs in integrating content and language learning.

Racial/ethnic minority females smoke more cigarettes after social interaction with others who smoke

The present study investigated the effects of social interaction with others who smoke on daily cigarette use among diverse females via ecological momentary assessment methods. Ninety-eight premenopausal females (29.6% White, 70.4% racial/ethnic minority) who smoke daily reported their social interactions and cigarette use over 35-days. Greater than usual levels of social interaction with others who smoke was associated with increased cigarette use that day among racial/ethnic minority females. Future smoking cessation interventions targeting racial/ethnic minority females should consider the impact of social environments on smoking behaviors, such as the frequency of peer interactions with others who smoke.

Game on for learning: a holistic exploration of Gamification’s impact on student engagement and academic performance in educational environments

PurposeThe research paper examines the complex relationship between gamification, student engagement and academic performance in educational environments. The study employed a structural equation model that highlights important connections among key constructs within the educational setting.Design/methodology/approachThis research aims to explore the connection between gamification, student engagement and academic performance in educational settings. The study employs various statistical techniques such as factor analysis, Kaiser–Meyer–Olkin (KMO), Bartlett’s test, component transformation matrix, correlation and regression analysis, descriptive statistics, ANOVA, coefficients and coefficient correlations, residual statistics and confirmatory factor analysis (CFA) to analyze the data.FindingsIt was found that active participation by the instructor and good time management skills have a positive impact on student engagement levels (β = 0.380, p &lt; 0.001; β = 0.433 and p &lt; 0.001). However, peer interaction does not significantly predict student engagement (β = −0.068 and p = 0.352). Additionally, there is a positive correlation between student engagement and performance (β = 0.280 and p &lt; 0.001).Research limitations/implicationsThe study highlights the importance of innovative design to fully utilize gamification. Future research should consider design, user characteristics and educational context. The findings can guide informed decisions about gamification in education, fostering motivation and learning objectives.Practical implicationsThe study presents a reliable tool for assessing student engagement and performance in educational settings, demonstrating high Cronbach’s alpha and robust reliability. It identifies student engagement and time management as significant predictors of Global Learning Outcome. The findings can inform decisions on implementing gamification in educational settings, promoting intrinsic motivation and aligning with learning objectives.Social implicationsThe research highlights the transformative impact of gamification on educational practices, highlighting its potential to enhance student experiences, motivate, promote diversity and improve long-term academic performance, highlighting the trend of integrating technology into education.Originality/valueIn today’s ever-changing education landscape, it is essential to incorporate innovative techniques to keep students engaged and enthusiastic about learning. Gamification is one such approach that has become increasingly popular. It is a concept that takes inspiration from the immersive world of games to enhance the overall learning experience.

Physician educators' perceptions of experiences contributing to teaching.

Physician educators are essential in training the next generation of physicians. However, physician educators' perspectives about what experiences they find beneficial to their teaching and the prevalence of these experiences remain unknown. Guided by social cognitive career theory (SCCT) and communities of practice (CoP), we explored what experiences physician educators perceive as beneficial in preparing them to teach. In 2019, the Uniformed Services University School of Medicine in the United States surveyed its physician alumni to understand their education experiences during medical school, their current career path and what has contributed to their teaching role. Content analysis was applied to extract themes across the text response. Chi-square analysis was applied to examine if perceived contributing factors vary based on physician educators' gender, specialty and academic ranks. The five most prevalent contributing factors participants (n = 781) identified are (1) experiences gained during residency and fellowship (29.8%), (2) teaching as faculty member (28.9%) and (3) class experiences and peer interaction during medical school (26%). We organised three themes that reflected major avenues of how physician educators acquire teaching skills: reflection about quality teaching, journey as learners and learning by doing. Gender and clinical specialty were differentially associated with contributing factors such as faculty development and meta-reflection. The results are in line with theories of SCCT and CoP, in which we identified self-directed learning and regulation in shaping physician educators' teaching. The findings also revealed gaps and potential contexts for more formalised teaching practices to develop physician educators.

EXPLORING HOME-BASED LEARNING: PERSPECTIVES AND EXPERIENCES OF GRADESCHOOLERS IN A PRIVATE ELEMENTARY SCHOOL

This qualitative study delved into the experiences of grade school students within a private elementary school setting during the period of home-based learning. Utilizing semi-structured and structured interview techniques, twelve participants were engaged to gather rich insights into their encounters. Thematic analysis served as the primary method for data interpretation. The research revealed that modular learning presented considerable hurdles for students. The shift to home-based learning appeared to diminish opportunities for socialization and peer interaction, given the limitations on direct engagement with teachers and classmates. Students encountered difficulties in managing time and maintaining focus without the direct supervision of teachers. Understanding modular learning materials proved to be challenging, particularly without timely clarification from educators. Moreover, restricted access to essential resources hindered students active engagement in the learning process. This study sheds light on the implications of home-based learning in the context of private elementary schools. It emphasizes the urgent necessity for educational institutions and educators to address these challenges effectively, thereby enhancing the overall learning experience for students during periods of home-based education.