Instructional Strategies in The Peer Learning

Introduction

The use of instructional strategies that require students to be more actively involved in the learning process is now strongly advocated for primary, secondary, and tertiary education in Singapore. Peer learning provides such an educational strategy.

Definition of Peer Learning

Peer learning essentially refers to students learning with and from each other as fellow learners without any implied authority to any individual, based on the tenet that “Students learn a great deal by explaining their ideas to others and by participating in activities in which they can learn from their peers” (Boud, 2001, p. 3). This method emphasizes the importance of collaboration and mutual learning in educational settings, encouraging students to engage in a more interactive and participatory learning process.

The Role of Information Technology

Today, information technology (e.g., computer programs/databases, Internet facilities) has provided “students with excellent opportunities to learn without requiring a teacher to transmit the available information” (Bohuijs, 1998, p. 45), thereby necessitating a shift in paradigm from the highly teacher-centered to learner-centered education (e.g., peer learning) in which students are expected to take greater initiative and responsibility to manage more of their own learning and educational/personal development. This shift is critical in developing autonomous learners who are capable of navigating the vast resources available to them in the digital age.

Constructing Meaning Through Peer Learning

In peer learning, students construct their own meaning and understanding of what they need to learn. Essentially, students are involved in searching for, collecting, analyzing, evaluating, integrating, and applying information to complete an assignment or solve a problem. Thus, students engage themselves intellectually, emotionally, and socially in “constructive conversation” and learn by talking and questioning each other’s views and reaching consensus or dissent (Boud, 2001, p. 5). This process not only enhances their understanding of the subject matter but also develops their critical thinking and communication skills.

Optimizing Peer Learning

Peer learning is optimized when incorporated as an integral component of a curriculum, paying special attention to:

• Creating a conducive learning environment: Students must build mutual respect for and trust and confidence in one another, so that they “feel free to express opinions, test ideas, and ask for, or offer help when it is needed” (Smith, 1983, p. 12). A supportive environment encourages active participation and fosters a sense of community among learners.
• Peer learning can be further enhanced if the “environment of mutual help…continues over time and beyond the classroom” (Boud, 2001, p. 7). Thus, students are individually and collectively accountable for optimizing their own learning and achievements.

Learning in Small Collaborative Groups

Learning in small collaborative groups incorporates many key elements for effective peer learning. “Research shows that students who engage in collaborative learning and group study perform better academically, persist longer, feel better about the educational experience, and have enhanced self-esteem” (Landis, 2000, p. 23). Furthermore, “the peer support…is a powerful psychological ballast to critical thinking efforts” (Brookfield, 1987, p. 42).

Development of Essential Skills

In addition to content knowledge acquisition, peer learning, especially in small collaborative groups, nurtures and fosters the development of:

• self-directed learning skills, and thus lays the foundation for life-long continuing self-education;
• critical thinking and problem-solving skills;
• communication, interpersonal and teamwork skills;
• learning through self, peer assessment, and critical reflection.

These skills are essential for success in both academic and professional settings, equipping students with the tools they need to adapt to an ever-changing world.

Conclusion

Peer learning also strongly motivates learning, often attributed to the fun and joy of learning in small groups. The outcomes of peer learning ultimately depend on the design strategy, outcome objectives of the course, facilitating skills of the teacher, and the commitment of students and teachers. As educators continue to explore and implement peer learning strategies, they contribute to the development of more engaging and effective educational experiences for students.

References

• Bohuijs, P. (1998). New Directions for Teaching and Learning, (p. 45).
• Boud, D. (2001). Peer Learning in Higher Education: Learning from and with Each Other, (pp. 3-7).
• Brookfield, S. D. (1987). Developing Critical Thinkers, (p. 42).
• Landis, R. B. (2000). Studying Engineering: A Road Map to a Rewarding Career, (p. 23).
• Smith, K. A. (1983). Cooperative Learning: An Active Learning Strategy, (p. 12).