Peer Learning Research Articles

Using senior undergraduate students as coaches in an introductory chemical engineering design course

Senior undergraduate students were hired as Teaching Assistants (TAs) in CHBE 221, an introductory bioprocess design course offered in the Department of Chemical and Biological Engineering at University of British Columbia, and the roles were recast from traditional course support, to being coaches and mentors to a small number of teams working on term-spanning design projects. This was done as a means to provide more personalized support to students working on realistic design problems early in their training, leverage the benefits of peer learning strategies, and provide professional and leadership development opportunities to the TAs ahead of graduation. At the end of the course in which this was implemented, surveys were sent to students asking them to comment on their experience with this mentorship model, and the TAs of the course were interviewed to better understand theirs. This paper presents the results of these surveys and interviews, highlights the benefits and challenges of this approach, and provides recommendations for future implementations of this student support model

Examining Laboratory Assessment: Science Teachers’ Strategies and Tools in Focus

Laboratory assessments in science education involves authentic and complex tasks that align with the goals of contemporary educational objectives. However, there is a notable dearth of studies specifically addressing teachers' practices in laboratory-oriented assessment, particularly in comparison to the extensive research conducted on other facets of the science curriculum. Consequently, this paper presents a study that examines the laboratory-focused assessment methods of science teachers, focusing on the adoption of formal assessment tasks, informal assessment strategies, and scoring tools for evaluating laboratory-related knowledge and skills. Utilizing a quantitative design, 114 secondary school teachers from three urban educational districts in Selangor, a state in Malaysia, participated in a survey. The findings revealed that science teachers predominantly embraced teacher-centric assessment approaches, rather than methods that promoted student engagement and peer learning. Furthermore, the findings highlighted a significant reliance on traditional, cognitively-oriented assessment tasks and the integration of real-time informal assessment strategies that provided immediate feedback for corrective actions. In contrast, time-intensive and cumulative assessment formats were less frequently adopted. The frequent use of checklists and rubrics indicated a structured approach to scoring. These findings emphasized the need for a more diverse and holistic assessment approach, one that extends beyond traditional methods to incorporate strategies that enhance critical thinking, practical skills, and student engagement. The implications of these findings are profound, affecting professional development and training as well as the provision of adequate resources and support, which are crucial for advancing the quality of science education.

Clinical Supervision for Quality Education Delivery in Public Schools in Nigeria

This paper discussed clinical supervision for quality education delivery in public schools in Nigeria. Clinical supervision is a formal process of professional support and learning that enables individual practitioners to develop knowledge and competence, assume responsibility for their own practice, and enhance consumer protection and safety of care in complex clinical situations. Clinical supervision stands as the cornerstone of educational excellence in Nigerian public schools, offering a dynamic and transformative approach to elevate the quality of education delivery. The paper emphasized that clinical supervision can bring about quality education delivery in several key aspects which include: Professional Growth and Development, Contextual Adaptation, Innovative Pedagogies and Technology Integration, Quality Assurance and Standardization, Professional Collaboration and Peer Learning, Emotional and Social Well-being, Observation and Feedback, Assessment of Teacher Competencies and Reflective practices. Also, identified the impacts of clinical supervision on quality education delivery, which includes: Enhanced Teaching Practices, Professional Development, Increased Teacher Self-Efficacy, Alignment with Standards, Retention and Job Satisfaction, Technology Integration, Positive Student Outcomes, Promotion of Reflective Practice, Enhanced Collaboration, Leadership Development and Quality Assurance. It therefore concluded that clinical supervision emerges not merely as a pedagogical process but as a transformative force poised to elevate the landscape of education delivery in public schools across Nigeria. The paper likewise made some outstanding suggestions that; School Administrators should clearly define the objectives of clinical supervision, outlining specific goals for professional development, teaching improvement, and student outcomes. This clarity provides a roadmap for both supervisors and educators. Finally, Federal ministry of education should offer regular professional development opportunities aligned with the needs identified through clinical supervision. Provide access to workshops, training sessions, and resources to enhance educators' skills and knowledge.

Effectiveness of web-based virtual laboratory on grade eight students’ self-regulated learning

Self-regulated learning (SRL) is an important factor in online learning and is defined as the process of actively managing one’s own learning process to achieve a desired outcome. However, many issues remain unsolved about how to improve cognitive strategies and self-regulation in online learning environments where teachers are not physically present. As a result, this study aims to explore the effectiveness of a web-based virtual laboratory on enhanced students’ SRL. A quasi-experimental pre-/post-test with a control group design was employed involving 40 female students aged 14-15 years old. While the students in the experimental group carried out the practical activities using a specially developed web-based virtual laboratory, the students in the control group used a physical laboratory. The results obtained indicated that the virtual laboratory significantly enhanced metacognitive self-regulation, effort regulation, peer learning, and overall SRL more than the physical laboratory. These findings could be attributed to how students learn using the virtual laboratory. For instance, students can navigate the virtual lab website at their own pace at anytime and anywhere.

Addressing and Mitigating Educational Inequalities in Rural and Remote Areas of Japan Through Online Learning

This paper explores the current status of rural education within Japan, with a particular emphasis on the integration of online learning technologies and the challenges that arise as a result. Through an analysis of pertinent literature on both rural education and online learning within Japan, this study uncovers the existing disparities between rural and urban education. The research puts forward a set of suggestions influenced by thriving global models, supporting the establishment of peer learning networks and external support systems, cooperative initiatives between urban and rural schools, and the extension of online educational resources. Additionally, the study highlights the significance of cultural awareness in online education design and stresses the need for bespoke learning approaches, incentives to boost students motivation, and provisions for professional development opportunities for teachers. These recommendations provide insights for policymakers, educators, and stakeholders, aiming to enhance educational opportunities and outcomes for students in rural and remote areas of Japan.

Keeping up with the times in Ireland: Older adults bridging the age-based digital divide together?

In 2021, data on Internet usage for those aged 75 years and older in Ireland indicated that almost half of this cohort (46%) had never accessed the Internet. This study examines the role of informal peer learning in the digital lives of older adults in Ireland. A mixed methods case study methodology was employed. Data were collected from 100 participants by means of an online survey, followed by interviews with 12 participants who opted in from the survey. Interview data were collected and analysed using a constructivist grounded theory approach. My findings indicate that questions surrounding digital technologies were best addressed on an individual level, often from a same generation peer, whether household member, family or other relative, friend or member of one’s social environment. There was evidence of indirect reciprocity from these learning exchanges to a participant’s peers. Research into peer learning in informal social and community environments for older adults has been scarcely addressed heretofore. This research highlights that it is here that much later-life learning relating to digital skills takes place. The principles of intergenerational learning: learning with one another, learning from one another, learning about one another, offer a useful lens for future consideration of informal peer learning related to digital skills development amongst older adults.

Building a community of practice through a doctoral research group

PurposeThe purpose of this paper is to highlight the role an intentional and cohesive research group for doctoral researchers and supervisors can play in surfacing and de-mystifying many of the implicit doctoral literacy practices involved in doctoral study.Design/methodology/approachThis participatory, collaborative project, involving 11 doctoral researchers and three supervisors, was conducted in two stages. In the first stage, doctoral researchers and supervisors engaged in a discussion which resulted in a shared concept map. The concept map was then used as a prompt for stimulated recall interviews in which the participants reflected on the connections and peer learning afforded by the research group.FindingsDrawing on ideas from Communities of Practice theory, the data revealed that the research group, including both supervisors and doctoral students, developed knowledge, relational connections and an awareness of a range of doctoral literacies.Practical implicationsThis paper makes suggestions for how those in doctoral education can develop and embed research groups into institutional practices.Originality/valueThis study demonstrates the significant role a research group which is structured, intentional and guided plays in supervisors’ and doctoral students’ development of doctoral literacies and the fundamental intellectual and relational connections afforded by participating in such communities.

The moderating role of social capital for late‐career management intervention effects on older employees' work engagement

AbstractDespite increasing interest in supporting older workers' motivation, retention, and well‐being at work, knowledge about how social networks at work may affect the efficacy of training interventions among older employees is scarce. These social ties are an important source of resources for older workers' careers. This study examined the characteristics of older workers' personal social networks as boundary conditions for the effects of late‐career management intervention on work engagement. Data were used from an earlier randomized controlled trial (RCT) in which senior employees (mean age of 58 years) participated in a peer group‐based training intervention and were asked to complete follow‐up surveys at baseline, post‐intervention, and after 6 months (Vuori et al., 2019, Journal of Vocational Behavior, 115: 103327). The results showed that older workers' social ties at higher organizational levels (upper reachability) and the number of social ties at work moderated the effect of the intervention on work engagement. Specifically, the intervention aimed at enhancing employees' personal resources improved work engagement for senior employees with few or no social ties at work with whom they could discuss important matters, and for those with social ties at higher organizational levels. However, the relationship quality between older workers and their leaders showed no moderation effect. This study encourages human resources professionals to consider the social network characteristics and peer learning of older workers when providing training to enhance their work engagement.

Exploring the role of social capital in community flood resiliency in Binghamton, NY

With the progression of climate change, flooding risk in the Northeastern United States has and will continue to increase. One key element of advancing resilience is to invest in furthering a community's social capital network by investing in opportunities to strengthen the ties between individuals, groups, and government leaders. We undertook a participatory action research approach to examining social capital related to flood resilience in the flood-prone Rust-Belt city of Binghamton, NY, USA. Qualitative data collected from story circles were held in locations throughout the Binghamton community to provide vital insights into social capital's role in building resiliency in Binghamton, NY. The story circles also allowed residents experiencing flooding to process and share the experience with others and build social ties. This research analyzed transcripts from six story circles conducted in the summer of 2016 in Binghamton to understand how the social capital affected residents' recovery after the most recent floods (2006 and 2011). This study revealed a high prevalence of the following codes: Bonding among Binghamton citizens and also government responses and non-governmental and religious organizations as other critical sources of social support when faced with flooding. In addition, participants frequently displayed a shared awareness and understanding and demonstrated peer learning throughout their reflections on the floods and related experiences.

Coherence: Policymakers, Districts and Schools’ Perspectives of Teachers’ Professional Development

Coherence is highly important in teacher education and professional development programs—the extent of shared vision between position holders contributes to the program’s success. Nevertheless, the research on shared vision and coherence has primarily focused on teacher training programs. Hence, in this study, we conducted 29 interviews with teachers, principals, and district and national superintendents of professional development to explore various perspectives among position holders in the education system. Teachers and principals stress the atmosphere in schools and the wholistic experience of a teacher within school, whereas the national and district superintendents focus on building personalized courses for each teacher. There are agreements regarding the significance of teacher motivation, peer learning and study of practice. This study explores the notion of coherence in professional development through a holistic perspective, providing practical implications for improving the way education systems promote teachers’ professional development.

Talking Like a Teacher—A Study of Pre-Service Teachers’ Voice and Speech Characteristics in Learning and Teaching Situations

Voice and speech are educational tools and a medium of pedagogy for teachers. Teachers tend to modify their voice and speech to support learning. This study aimed to investigate whether pre-service teachers modify their speech and voice in teaching compared to peer learning speech and whether the changes can promote learning and be beneficial for the speakers. Nine pre-service physics teachers’ voices were recorded in three learning situations and in one teaching session with similar external circumstances. Duration of speech turns, pausing, speech rate, fundamental frequency (F0) and its variation, sound pressure level (SPL) and its range, and voice quality were analyzed. Results showed that the participants had longer speech turns, decreased speech rate, and increased pausing when teaching compared to speech in peer learning situations. F0 and SPL were higher in teaching, indicating that the teaching situation was more stressful than the peer learning situation. For F0, this was confirmed by correlation analysis. From the learning point, increased pausing and slower speech rate may be beneficial, but increased F0 and SPL may, on the other hand, be harmful to future teachers as they can increase the risk of vocal overloading. Voice training for future teachers is strongly recommended.

Factors influencing speech pathology practice in dysphagia after stroke: A qualitative focus group study.

Dysphagia affects over half of adults after stroke. Dysphagia rehabilitation aims to improve swallowing and reduce negative outcomes for these adults. However, significant variability exists in dysphagia rehabilitation. Research is needed to explore the underlying clinician-specific and workplace factors that contribute to variability in dysphagia rehabilitation after stroke. To explore factors influencing speech pathology practice in dysphagia rehabilitation after stroke. We used a phenomenological approach with an interpretivist perspective. Twenty speech pathologists working in dysphagia rehabilitation participated from different workplace settings around Australia. Five semi-structured focus groups were conducted online. Data were inductively analysed using thematic analysis with a coding reliability method. Four themes were discussed within focus groups: (1) relationship between experienced and less experienced clinicians: 'Following what other people have done', (2) need for collaborative learning: 'A safe space to share and train', (3) variation between settings impacts on continuity of care: 'There's a difference between community and acute', and (4) working effectively with multidisciplinary teams (MDT): 'An MDT which can listen to the voice of speech pathology'. Relationships between senior and junior speech pathologists, within speech pathology and MDT, and across inpatient and community settings influenced speech pathology practice. Flattened hierarchies in speech pathology, collaborative learning in workplaces, mutual respect within teams and connection across inpatient and community settings could improve the quality and consistency of dysphagia rehabilitation after stroke. What is already known on this subject Dysphagia rehabilitation can improve swallowing after a stroke. However, dysphagia rehabilitation is characterised by variability in clinical practice. Clinician-specific and workplace factors influence clinical practice and may contribute to variability in dysphagia rehabilitation. What this study adds Professional relationships influence speech pathologists' clinical practice, including relationships between senior and junior clinicians, between inpatient and community settings and with peers and multidisciplinary teams. Workplace norms and hierarchies, poor continuity of care between settings and competing priorities from other disciplines can hinder dysphagia rehabilitation. However, collaborative learning, positive workplace cultures and respectful transdisciplinary care can improve the quality and consistency of clinical practice. What are the clinical implications of this work? Flattening hierarchies in the workplace can foster a safe learning space. Further, questioning workplace norms and seeking out peer learning within and across settings can build clinical skills and confidence. Developing positive workplace cultures that support continuous development may be key for empowering speech pathologists to provide high-quality and consistent dysphagia rehabilitation.

Student physiotherapists’ perspectives of peer learning during multi-model placements

IntroductionPlacements are a key component of physiotherapy courses; however, placement providers struggle to meet rising demands. To enhance placement capacity, multi-models are increasingly employed, where Universities place more than one student with one educator. Student support on placement is important, and studies exploring multi-placement models reveal educators welcome the peer support possible with this placement pattern. This research explored UK physiotherapy students’ perspectives of peer relationships during placements, for which there is yet little research. MethodsEight single, semi-structured interviews were conducted, exploring students’ experiences of peer working on placement October to December 2020. Participants and researchers were undergraduate students at the same UK university. Interviews were virtual, recorded via Microsoft Teams and transcribed verbatim. Transcripts were analysed first individually, then collaboratively, sharing ideas and interpretations using a phenomenologically informed analytical lens. ResultsTwo main themes were identified: collaboration vs conflict and supportive vs hindering relationships. Students appreciated the emotional and academic support from peers, but there could be difficulties in generating constructive peer relationships, and sometimes a sense of competition from divided tutor attention. ConclusionMulti-model placements provide social and emotional support to students, increasing their confidence. Peer relationships present opportunities for collaborative working and academic support if they are adequately framed as such by the practice educator and wider team. Students may benefit from university-based support to prepare them to maximise the peer relationship. Practice educators may benefit from information about supporting students in multi-model placements. Student-led research can offer rich qualitative data and helpful educational solutions. Contribution of the paperThis small project from one UK University produced similar findings as research from other professions: placement peer relationships had the capacity to provide helpful social and emotional support to students, resulting in greater levels of confidence, collaborative working, and learning. However, there were indications that educational institutions could a) further support students to develop their capabilities in cooperative peer working, and b) assist educators to manage the challenges of multi-model placements.

Staff Development Initiatives' Effect on Teaching Faculty Performance in Taraba State Higher Education Institutions

The paper examines how staff development programs affect the performance of teaching faculty at higher education institutions in Taraba State, Nigeria. A mixed-methods approach was utilized to collect data, with a focus on respondents' perceptions of staff development programs and their influence on teaching faculty performance. The research sample consisted of 200 persons, including school administrators and instructional personnel. Descriptive statistical analyses were performed to calculate the mean scores and standard deviations of Likert-scale responses to various aspects of staff development programs. Furthermore, hypotheses were tested to determine whether there were any significant relationships between respondents' opinions about staff development activities and teaching faculty performance. According to the survey results, respondents feel that staff development programs improve teaching faculty effectiveness, nurture workplace performance, encourage teacher innovation, and increase job satisfaction. Despite widespread agreement, response variability suggests that people have a diversity of perspectives. Furthermore, the findings indicate a significant relationship between school administration and teaching faculty opinions of the effectiveness of staff development initiatives, emphasizing the need of collaboration and stakeholder participation in educational reform efforts. Based on these findings, recommendations are made to tailor staff development programs to the specific needs of teaching faculty, conduct on-going needs assessments, promote collaboration and peer learning, allocate adequate resources and support, advocate for supportive policies, and conduct rigorous research and evaluation. These aim to improve teaching staff performance, therefore adding to the quality of higher education in Taraba State, Nigeria.

Hybrid leadership configurations in networked learning communities in Singapore

Networked learning communities (NLCs) are increasingly advocated for teachers to grow professionally. Leadership of NLCs is essential to effectively unite members with diverse interests and expertise towards collective action. Hybrid leadership is proposed as a theoretical framework to examine leadership in NLCs. The article presents a case study of how leadership of seven institutionally supported NLCs in Singapore was configured, and how such configurations were perceived as contributing to teachers’ professional development. A total of 27 NLC sessions, which were conducted via the Zoom platform, were video recorded and 68 NLC participants were engaged through interviews or focused group discussions. Analysis was grounded in the data with selected leadership functions and hybrid leadership as sensitising concepts to examine leadership enacted by individuals or collectively by pairs/triads/groups, and what enabled these leadership configurations. The findings suggest that individual and collective leadership are both required for the NLC to negotiate a shared agenda as well as to co-ordinate collaborations and build capacity. Leadership is planned or emergent in nature, depending on NLC members’ expertise, relationships and needs. NLC members’ engagement in individual and collective leadership was perceived as contributing to their own learning as well as their peer's learning.

Improving the Reliability of Peer Review Without a Gold Standard

Peer review plays a crucial role in accreditation and credentialing processes as it can identify outliers and foster a peer learning approach, facilitating error analysis and knowledge sharing. However, traditional peer review methods may fall short in effectively addressing the interpretive variability among reviewing and primary reading radiologists, hindering scalability and effectiveness. Reducing this variability is key to enhancing the reliability of results and instilling confidence in the review process. In this paper, we propose a novel statistical approach called “Bayesian Inter-Reviewer Agreement Rate” (BIRAR) that integrates radiologist variability. By doing so, BIRAR aims to enhance the accuracy and consistency of peer review assessments, providing physicians involved in quality improvement and peer learning programs with valuable and reliable insights. A computer simulation was designed to assign predefined interpretive error rates to hypothetical interpreting and peer-reviewing radiologists. The Monte Carlo simulation then sampled (100 samples per experiment) the data that would be generated by peer reviews. The performances of BIRAR and four other peer review methods for measuring interpretive error rates were then evaluated, including a method that uses a gold standard diagnosis. Application of the BIRAR method resulted in 93% and 79% higher relative accuracy and 43% and 66% lower relative variability, compared to “Single/Standard” and “Majority Panel” peer review methods, respectively. Accuracy was defined by the median difference of Monte Carlo simulations between measured and pre-defined “actual” interpretive error rates. Variability was defined by the 95% CI around the median difference of Monte Carlo simulations between measured and pre-defined “actual” interpretive error rates. BIRAR is a practical and scalable peer review method that produces more accurate and less variable assessments of interpretive quality by accounting for variability within the group’s radiologists, implicitly applying a standard derived from the level of consensus within the group across various types of interpretive findings.

Exploring Innovative Approaches for Quality Enhancement in Teacher Education: A Systematic Review

Teacher education plays a crucial role in shaping the quality of education imparted to learners. As education systems evolve to meet the demands of the 21st century, there is a pressing need to explore innovative approaches for enhancing the quality of teacher education programs. This systematic review aims to examine various innovative strategies employed globally to enhance the quality of teacher education. The review encompasses a comprehensive search of scholarly databases, including PubMed, ERIC, and Google Scholar, using keywords such as "teacher education," "quality enhancement," and "innovative approaches." Articles published between 2010 and 2023 were considered for inclusion, with a focus on empirical studies and systematic reviews. Key themes identified through the review include the integration of technology in teacher education, alternative pedagogical approaches, mentorship programs, and collaborative learning environments. The integration of technology, such as virtual reality simulations and online learning platforms, has shown promise in providing immersive learning experiences for pre-service and in-service teachers. Similarly, alternative pedagogical approaches, such as flipped classrooms and problem-based learning, have been found to foster critical thinking and reflective practices among teacher candidates. Furthermore, mentorship programs, both formal and informal, have emerged as effective mechanisms for providing ongoing support and guidance to novice teachers, facilitating their professional growth and development. Collaborative learning environments, encompassing communities of practice and peer learning networks, have also been instrumental in promoting collaboration and knowledge sharing among educators. This review underscores the importance of ongoing innovation in teacher education to address the evolving needs of educators and learners in the digital age. By leveraging technology, alternative pedagogies, mentorship, and collaborative learning, teacher education programs can cultivate a cadre of competent and adaptive educators equipped to meet the diverse challenges of contemporary education.

Relationships among class climate, students' internal help‐seeking inclinations, participation in peer help and achievement in an online class

AbstractHelp seeking has traditionally been studied in face‐to‐face settings using self‐report instruments measuring learners' internal inclinations for help seeking (eg, perceived benefits and threats). Much less is known about help seeking in online learning. Furthermore, external environmental factors such as a positive climate were found to encourage help seeking. Utilizing peer‐help analytics as well as self‐report measures, this study simultaneously modelled the structural relationships among students' perceived class climate, internal help‐seeking inclinations, help‐seeking engagement, participation in peer help and performance in an online class. Results from structural equation modelling indicated that students' perceived goal structure of an online class had a significant influence on their internal help‐seeking inclinations, which subsequently affected their help‐seeking engagement, participation in peer help and learning outcomes. Instructors of online classes should pay particular attention to fostering a mastery‐oriented climate in order to encourage help seeking and improve academic performance. Practitioner notesWhat is already known about this topic Help seeking is important for academic success. Due to a variety of individual and contextual factors, students often do not seek help despite the need. Existing research on help seeking focuses on the face‐to‐face setting and relies on self‐report measures. Students' help‐seeking inclinations and patterns may differ between in‐person classes and the online environment. What this paper adds This study examined help seeking in an online class through self‐report measures and objective analytics data. This study modelled the structural relationships among the external climate of an online class, students' internal help‐seeking inclinations, engagement in help seeking, participation in peer help and course performance. Structural equation modelling found that the goal structure of an online class influenced students' internal help‐seeking inclinations. Online students' internal help‐seeking inclinations affected their grades through their participation in help seeking. Implications for practice and/or policy A mastery‐oriented class climate elicits online learners' positive help‐seeking inclinations while discouraging negative ones. The design and teaching of online classes should aim to foster a mastery‐oriented climate. Online classes should offer peer‐help opportunities and encourage student participation, which is conducive to academic performance.

Differences in Supervision on Peer Learning Wards: A Pilot Survey of the Supervisor's Perspective.

Multiple students are placed on clinical wards simultaneously due to increasing student numbers. This has the potential to create stress for the supervisor and reduce quality of student learning. Peer learning as a pedagogical framework to supervise multiple students has been widely shown to have advantages for the students by developing teaching skills, team collaboration, and independence. However, whether peer learning impacts the characteristics of supervision and the experience of the supervisor is less understood. It is unknown whether wards that use peer learning as a pedagogical framework (peer learning wards) are any different compared to wards that do not (non-peer learning wards), from the supervisor's perspective. We aimed to develop and pilot test a questionnaire to compare peer-learning wards and non-peer learning wards from the supervisor's perspective. We used the AMEE 7-step guide to develop questions investigating supervision, the learning environment and satisfaction. We piloted the questionnaire with 46 nurse supervisors working on inpatient hospital wards in Stockholm, Sweden. We compared answers from peer learning with non-peer learning wards. We used Orthogonal Projections to Latent Structures (OPLS) discriminant analysis to show what differed between the wards. Peer learning wards compared to non-peer learning wards had more student-centred activities, the physical space had more adaptations for students, more support available to the supervisor, and supervisors perceived greater overall satisfaction with the quality of education and with the ward as a whole. The variables that had most influence on the discrimination between the two ward types related to peer learning activities and perceptions (p=0.0034). This pilot study shows that peer learning wards differ compared to non-peer learning wards regarding peer learning activities and perceptions among supervisors. Our questionnaire needs to be distributed on a larger scale to validate our findings and explore further the way in which the pedagogical framework and peer learning can affect supervision and satisfaction.

Digital assessment: impact on student motivation, peer learning, group dynamics

As universities shifted to online education with the onset of the coronavirus disease 2019 (COVID-19) pandemic, both pedagogy and assessment patterns across disciplines underwent a change, with a shift towards collaborative digital assessments. In this context, using qualitative and quantitative methods for data collection from an assessment conducted for 55 students who worked in groups to create YouTube videos on pre-selected modules, our analysis reveals that this assessment tool had a significant impact on peer learning, motivation and group dynamics. Students were more motivated to learn and share their learning, and they could also successfully engage in recognising and addressing group dynamics, thereby cultivating more than just subject knowledge. This finding aligns with existing scholarship and the paper adds to research about pedagogy and assessment via digital education in the Indian context, which is still upcoming.