Peer Learning Group Research Articles

Students’ experiences of peer learning in an accounting research module: Discussion forums, peer review and group work

Collaborative or peer-learning strategies could enhance student engagement in management education, improve learning and help students develop workplace skills. The aim of this action research study was to evaluate the effectiveness of the peer learning (discussion forums, peer review and group work) employed in a postgraduate accounting research module. Findings from semi-structured interviews reveal that participants believed peer learning to facilitate social, cognitive, behavioural, collaborative and social engagement. Posting and reviewing comments on discussion forums developed students’ communication skills and fostered a sense of community. Participants recommended that discussion forums should include a balance of applied and theoretical questions. Peer reviews allowed students to obtain feedback on their writing prior to their work being graded, and to develop the workplace skill of giving and receiving criticism. Participants believed that group work improved their teamwork skills and collaborating online prepared them for working in a post-COVID world. While some groups valued the social and emotional engagement facilitated by in-person group work, other groups found it more efficient to interact online. The findings emphasise the usefulness of peer learning strategies in management education, and especially in research modules, to foster engagement, increase student learning and to prepare students for the workplace.

Examining Students’ Self-Regulation Skills, Confidence to Learn Online, and Perception of Satisfaction and Usefulness of Online Classes in Three Suggested Online Learning Environments that Integrates ChatGPT

This study aims to investigate students’ self-regulation skills, confidence to learn online, and perception of satisfaction and usefulness of online classes in three learning environments that integrates ChatGPT. In this study, a quasi-experiential design was used to compare three online learning environments that integrate ChatGPT (independent, peer, and group). A total of 100 undergraduate students were randomly assigned to these three groups. Three questionaries’ were used for data collection. The results showed that the self-regulation levels were high among the participants in these three online ChatGPT groups. However, learning in peer and group environments were more effective in developing self-regulation skills than learning independently. This research also found that the participants in the peer and group learning environments had high levels of confidence to learn online compared to the participants in the independent group. The results also showed that the participants in the peer learning group had the highest scores of perception of satisfaction and usefulness of online classes compared to the participants in the independent and group learning environments. The findings of this study support the notion that integrating ChatGPT within peer groups can enhance students' perception of satisfaction and usefulness of online classes. Educators should explore ways to leverage ChatGPT to facilitate meaningful interactions and collaboration among students, thereby increasing their satisfaction and engagement with online learning materials and activities.

Perceptions of equity in leader peer learning groups

PurposePeer groups have been established as one of the best tools for leadership learning for family business leaders. However, these groups remain underutilized because business leaders disengage and voluntarily create turnover from these groups. This study explores the perceptions of family business leaders concerning the usefulness, growth opportunities, and equity within peer learning groups to determine what factors impact retention in these groups.Design/methodology/approachTwo surveys were administered to 321 family business owners and leaders through three large family business centers in different regions of the United States. Leaders were grouped into those who left versus those who remained in a peer learning group. Data were collected about their learning experiences and why they remained or voluntarily left a group.FindingsLack of equity was found to be the main determinant of turnover in peer learning groups. Peer learning groups need to consist of business owners along the same trajectory, career stage, and in similar stages of growing a family business in order to equally contribute to the group’s learning. Business leaders who are in peer learning groups they report as being equal also report that their groups are more helpful, trustworthy and create better-quality learning experiences.Originality/valuePeer groups are important for peer-to-peer learning and continued education for family business leaders. Having a group of peers whom have dealt with similar issues can help business leaders overcome problems successfully. However, little research exists that examines what factors make these peer groups successful.

Conceptual replication of an evidence-based peer learning programme to enhance career preparation — a cluster randomized controlled trial (RCT)

Previous randomized-controlled trials have shown that a peer learning group intervention for career preparation can have positive effects on adolescent career management and the transition to post-comprehensive education in secondary schools. However, this earlier evidence of efficacy has been found by intervention studies that have implemented the method intensively. Earlier studies suggest that tailoring implementation strategies to fit organizational processes may offer opportunities to improve the sustainability and scalability of evidence-based practices. In this study, the implementation of the career preparation intervention was integrated into the school curriculum as a part of regular career counselling, lengthening the delivery timeframe of the intervention programme and using the schools’ own guidance counsellors as intervention providers. We conducted a conceptual replication study to investigate how effectively the adapted intervention programme enhanced perceived career preparation skills by carrying out a new cluster randomized-controlled trial among 1068 pupils. Linear mixed models showed that the effect of peer learning sessions on career choice preparedness was positive in comparison to that in the control group. The result suggests that the adapted intervention programme preserved its identifiable positive effects, although dismissing intensive delivery features somewhat reduced the effect size. These study results have implications for school-based career counselling interventions as schools seek to identify evidence-based methods that are cost-efficient and may be integrated into regular school routines.

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.

Effects of peer learning on nursing students' learning outcomes in electrocardiogram education

BackgroundNurses should have the ability to interpret electrocardiograms (ECGs) quickly and accurately, but their ECG interpretation skills may be suboptimal. The best evidence for effective teaching methods is lacking. ObjectivesThis study aimed to compare the effects of peer and self-directed individual learning methods on nursing students' learning flow, interpretation skills, and self-confidence in web-based ECG education. DesignThis study employed a nonequivalent control group with a pretest-posttest design.Settings.This study was conducted at two colleges of nursing in the Republic of Korea. ParticipantsNursing students were conveniently assigned to either a peer learning group (n = 45) or a self-directed individual learning group (n = 51). MethodsA self-administered questionnaire was used to measure the nursing students' learning flow and self-confidence in ECG rhythm interpretation. ECG interpretation skills were measured using a web-based interpretation skills test. Data were analyzed using a paired t-test and a two-sample t-test. ResultsNursing students in both groups showed improved learning flow, interpretation skills, and self-confidence after ECG education compared with before learning. However, there were no significant pretest-posttest differences in learning flow, interpretation skills, or self-confidence between the two groups. ConclusionsPeer learning was as effective as self-directed individual learning in improving nursing students' learning flow, interpretations skills, and self-confidence in web-based education. Nurse educators should educate nursing students to have optimal ECG interpretation abilities, and web-based peer or individual learning are effective education methods.

Experiencing Esther

Feasts, drinking, beauty treatments, conversations, and even violence: the book of Esther contains experience after experience. Jews have experienced the book for centuries as part of their Purim celebration, while some Christians have struggled to experience this book. Guiding hearers and readers to and through experiences with Esther may seem challenging. In this article, I suggest two distinct ways to experience Esther that focus on the text from somewhat different directions: Esther through movies and Esther through empire and difference. These options could be adapted for many settings (academic classroom, Bible study, peer learning group) and could involve any number of people. These approaches to Esther help bring the text into the experiences of Christian communities.

Peer Learning: An Effective Teaching-Learning Method for Improving Ability in Arterial Blood Gases Interpretation

Background: Competent nurses are expected to be able to interpret arterial blood gases (ABGs). The benefits of peer learning, an innovative teaching-learning method today, have long been recognized. However, to date, no studies have compared the effect of this method and the traditional classical method in interpreting ABGs. Purpose: This study aimed to compare the effect of peer learning and classical learning methods on the nurses’ ability to interpret ABGs. Method: This was a quasi-experimental research with pre and post-test design. Forty ward nurses were invited in the peer learning method group, and another 40 ward nurses were invited in the classical learning method group through a randomization process. Data were collected using a questionnaire before and after the educational intervention. The classical class was taught by an experienced trainer, while peer groups, divided into groups of 5-6, were taught by one member of each group who obtained the best pre-test score and received special training first. The analysis of data was performed by t-test.Result: The result showed that after the intervention, the mean score of interpreting ABGs in the peer learning group increased by 3.18±1.12 (p<0.001), while in the classical learning method, it only increased by 2.32±0.988 (p<0.001). Although there were significant increases in ABGs analysis’s ability in both groups, the peer teaching-learning group demonstrated a significantly greater improvement in interpreting ABGs (p<0.001).Conclusion: The peer learning method facilitates a more significant improvement in the nurses’ ability for ABGs interpretation. Peer learning is appropriate as one of the methods in clinical education for nurses.

Towards gender equality in family forestry: building self-efficacy together with other female forest owners

ABSTRACT The share of women among forest owners is growing in the traditionally masculine family forest sector. The present study continues the research on women who own forest in the Nordic setting. The focus is on the behaviour and role of rural female forest owners in Finland, as well as on the benefits of peer learning when building self-efficacy as a forest owner. The qualitative data consist of interviews with female forest owners, peer-learning group observations and feedback. The studied female forest owners who participated in the peer-learning group focused on silvicultural actions on the home farm. These women were eager to learn, but uncertain about their experience and capabilities as forest owners, which reduced their confidence to participate in forest-related discussions outside the home farm. The responsibility and decision-making power regarding the forest property is, in many cases, given to the husband. Within the studied group, the desired aim of learning seems to be the same silvicultural and timber production-oriented knowledge as held by male forest owners. In order to create new ideas and even business opportunities, the facilitator of peer-learning group plays an important role in encouraging participants to take part in more diverse discussions.

Effect of web-assisted learning and peer learning on the stoma care-related knowledge and skills of nursing students

Purpose: The aim of this study was to compare the effects of web-assisted learning and peer learning on the stoma care-related knowledge and skills of nursing students.Materials and Methods: The students were divided into two groups as a web-assisted learning group (n=33) and a peer learning group (n=34) in the study. A theoretical course about stoma care was first provided to the students during the study and an initial test then administered. A video was produced for the web-assisted learning group using a low reality simulator by the investigator at the skills laboratory; this video was then loaded to the Edpuzzle software and the students asked to watch it. In the peer learning group, the peer trainers received stoma care training from the investigator and underwent practical training with the low reality simulator. These peer trainers then had the peer learning group perform the skills at the skills laboratory with a low reality simulator and evaluated the students. All the students in the two groups then performed stoma care with the low reality simulator and were evaluated by the investigator. A final test was administered to all students.Results: The mean knowledge score for the pre-test and post-test was 71.21±12.50 and 77.27±9.69, respectively, in the Web-assisted Learning Group and 67.50±10.46 and 78.24±8.52, respectively, in the Peer Learning Group. There was a significant increase in the mean knowledge test score following training in both groups.Conclusion: According to the study results, the knowledge score and skill score increased in both groups. We recommend the use of web-assisted learning and peer learning in nursing education.

AQUA-TNET lifelong learning strategy changes E & T attitudes towards ECVET implementation and the EQF

In 2011, the EU ERASMUS Thematic Network AQUAT-NET (representing the fields of aquaculture, fisheries and aquatic resources management) began a study on lifelong learning needs in the sector in order to find ways to tackle issues of articulation between different types of qualification frameworks. The survey (1913–1915) (37 organisations (universities, research institutions, associations and private companies providing lifelong learning (LLL) courses) from 16 European countries) examined their use of, and opinions concerning, the European Qualifications Framework (EQF) and the corresponding European Credit System for Vocational Education and Training (ECVET). The survey, published in 2015, revealed that two thirds of the respondents (65%) agreed or strongly agreed that there was a genuine need to establish the ECVET system of credit points in education and training and a majority of those respondents (58%) considered that the ECVET system of credits should be put into force as soon as possible, though with certain caveats. If the raft of new educational initiatives created by the European Union since then is considered along with the redefinition of key terminology in the EQF (i.e. competences) and the delayed rollout of the ECVET credit system, these AQUAT-NET results take on renewed significance, e.g. the admittedly low take-up rate of ECVET credit points. According to Reports and Evaluations on the state of ECVET implementation (e.g. CEDEFOP (2016) and the much later 2019 European Commission study on VET instruments ECVET and EQAVET), both the concept and the definition of ECVET credit points need to be revised (rather than removed). One acknowledged obstacle to the acceptance of the entire ECVET package lay in the absence of a large, well-organised peer learning group able to disseminate up-to-date relevant information. Within the small aquatic sciences sector, the steady flow of information concerning new lifelong learning initiatives to all stakeholders accounted for the success of the AQUA-TNET approach in promoting informed decision-making at the relevant level. This continues to be one of the recommended best practice approaches, while surveys such as ours are relegated to the vast unread mountains of EU studies.

Peer learning versus conventional teaching regarding antenatal assessment among nursing students in terms of knowledge, skills, and satisfaction: An interventional study.

INTRODUCTION:Eaching methods are the stimulation, guidance, direction, and encouragement for learning and also the means to achieve the desired educational objectives.AIM:This study aimed to assess peer learning (PL) versus conventional teaching (CT) regarding antenatal assessment in terms of knowledge, skills, and satisfaction among nursing students.METHODS:This was a quasi-experimental study conducted on 51 B.Sc.Nursing 3rd-year students who were selected by convenient sampling and randomly assigned to PL (n = 21) and CT (n = 30) group. Sample characteristics pro forma, structured knowledge questionnaire, observational checklist, and satisfaction rating scale wereused to collect data from nursing students through self-report and observational technique.RESULTS:The study results revealed that the mean posttest knowledge score (19.1 ± 0.75) in PL group was higher than that in CT group (17.0 ± 0.741) and the mean rank skill score of PL group (44.90) was higher than that in the CT group (20.30). There was no significant difference (t = 1.08, P > 0.05) in mean posttest knowledge score, whereas the significant difference was found in posttest skill score (Z = 5.00, P ≤ 0.01) among nursing students. Most of the nursing students were satisfied with the CT method. There was a mild positive correlation (r = 0.25) between knowledge and skills regarding antenatal assessment among nursing students.CONCLUSION:Based on the findings of the study, it can be concluded that both PL and CT groups were found to be equally effective in improving knowledge and skills of nursing students regarding antenatal assessment.

Effects of peer learning on learning performance, motivation, and attitude

Financial management skills are a critical and basic requirement for success across a number of professions. Thus, higher education should provide more engaging and inspiring activities to foster students' financial management skills. This study aims to propose a peer-learning teaching approach in a financial management course to assist students in discussing and learning in small groups as well as in engaging in games and tournaments to achieve their learning goals. The results show that the peer-learning group outperforms the lecture-based group in both final exam scores and semester grades. These findings also reveal that the peer-learning group reports a marginally significant higher score for learning motivation and a more positive attitude toward peer learning than the lecture-based group. Participants' qualitative feedback highlights that peer learning is the most helpful feature in enhancing students' overall learning.

Effects of peer learning on learning performance, motivation, and attitude

Financial management skills are a critical and basic requirement for success across a number of professions. Thus, higher education should provide more engaging and inspiring activities to foster students' financial management skills. This study aims to propose a peer-learning teaching approach in a financial management course to assist students in discussing and learning in small groups as well as in engaging in games and tournaments to achieve their learning goals. The results show that the peer-learning group outperforms the lecture-based group in both final exam scores and semester grades. These findings also reveal that the peer-learning group reports a marginally significant higher score for learning motivation and a more positive attitude toward peer learning than the lecture-based group. Participants' qualitative feedback highlights that peer learning is the most helpful feature in enhancing students' overall learning.

Social interaction in MOOCs: The mediating effects of immersive experience and psychological needs satisfaction

Drawing on self-determination theory (SDT), the study proposes a model to reveal the underlying mechanism by which social interaction shapes learning engagement. This study uses survey data from 318 massive open online courses (MOOCs) learners and structural equation modeling method to assess the proposed model. The results show that immersive experience and three psychological needs satisfaction (i.e., competence, relatedness, and autonomy needs) fully mediate the effect of interaction on MOOC learning engagement. Psychological needs satisfaction demonstrates different effectiveness on learning engagement. Specifically, competence need satisfaction is shown to be the strongest predictor of MOOC learning engagement, while autonomy need satisfaction has the weakest effectiveness. Further, the results demonstrate that peer learning group identification strengthens the effect of social interaction on psychological needs satisfaction. The study is among the first to specifically focus on exploring the mechanism how psychological needs satisfaction mediates the relationship between social interaction and learning engagement and has important managerial implications for MOOC platform design and operation in order to facilitate MOOC engagement.

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices.

Suicide prevention in rural communities: Perspectives from a Community of Practice.

Developing effective suicide prevention approaches for rural settings is critical for reducing rates nationwide. Although suicide is a public health problem that affects everyone, suicide rates are generally higher in rural areas (Hirsch, 2006). From October 2013 to April 2014, the Suicide Prevention Resource Center (SPRC) convened a Community of Practice (CoP), an interactive peer learning group of 26 organizations including state suicide prevention coordinators and federal Garrett Lee Smith youth suicide prevention grantees, to discuss challenges and strategies of rural suicide prevention work. They agreed that rural areas have limited mental health providers, barriers in accessing available providers, and stigma around talking about and seeking mental health treatment. In a series of virtual meetings, they shared experiences and strategies in 5 areas: improving access to treatment, addressing crisis response, using data to plan and evaluate prevention efforts, working cross culturally, and environmental changes. Drawing on these CoP discussions and prior research on effective approaches, SPRC developed 5 recommendations for rural suicide prevention: (a) train primary care professionals to screen for suicide risk, (b) use incentives to encourage mental health professionals to work in rural areas, (c) strengthen crisis centers' capacity to link to local resources, (d) establish crisis response protocols for the local community, and (e) target suicide prevention programming to community or population needs by collaborating with state partners to access local data on suicide deaths, attempts, and risk and protective factors. Language: en

Xhosalising English? Negotiating meaning and identity in Economics

As yet, very few South African studies have explored multilingual learning contexts in order to develop a better understanding of the role that students’ diverse primary or hybrid languages play in meaning making in English medium universities. This paper will report on a project which set out to investigate code-switching practices in informal learning groups in the university and to distinguish the forms and functions of these code-switching practices. A particular focus has been to gain insights into the ways in which concepts transfer from one language to another in order to develop thinking on language and learning in multilingual contexts and extend theories of conceptual transfer. The particular focus of this paper is the pedagogic and social functions of this hybrid language and how its use might be tied to questions of identity. We look particularly at the way the tutor in the peer learning group used code-mixing to negotiate different identities in dealing with first a rural and then an urban group of students. We will also illustrate by means of our data ways in which English is being appropriated and Xhosalised, particularly by the urban group of students in order to negotiate meaning, identity and status on this campus and in the wider community.

Can't do maths—understanding students' maths anxiety

The number of students continuing with their mathematics education post GCSE level has declined in recent years and hence students entering Engineering degrees are reducing. The University of Birmingham recognized this problem and introduced the Suite of Technology programme (STP) which no longer requires students to have A-level mathematics. Therefore lecturers at university are now faced with teaching A-level mathematics in order to give the students the mathematical skills for their technology degree. With little experience of teaching at this level, lecturers frequently face the challenge of choosing the most appropriate level for a lecture that encourages students to engage with and learn a subject that they are novices in. It turned out that some students have a mathematics anxiety and hence the biggest challenge for a lecturer is supporting the students overcoming this fear of mathematics. Choosing the appropriate starting level for any lecture and the fear of mathematics was acknowledged during a peer learning group meeting as part of the Post Graduate Certificate in Learning and Teaching in Higher Education (PGCLTHE) at the University of Birmingham. In order to explore this further, a session of mathematics was taught by a Civil Engineering lecturer to fellow peers who do not have an engineering background. This article describes the mathematics teaching session, reflections from the lecturer and the learners, and the impact that this had on teaching mathematics to undergraduates. Further, the article explores the difficulties and challenges experienced by lecturers when teaching mathematics as a service subject.