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Peer Learning: an Overview

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 International Journal of Scientific Engineering and Science
Volume 4, Issue 11, pp. 1-6, 2020. ISSN (Online): 2456-7361

Peer Learning: an Overview

Dr. W.K.D Keerthirathne
Senior Lecturer, Rajarata University of Sri Lanka, Mihintale, Sri Lanka
Email address: wkdk1974@[Link]

Abstract— Peer learning is not only a teaching method but also a learning method created by educationists based on the psychological and
sociological theories: cognitive constructivism, social constructivism, cognitive distribution, social groups and peer groups. Peer learning takes
place among group of individuals with the same status who interact one another. Success of the peer learning process depends on the Teacher’s
role and the parents’ and students’ readiness for the peer learning. Peer learning and peer teaching opportunities which function under a well-
qualified teacher work well with a variety of learners in different classrooms. The facilitator should aware of the theories behind this learning
situation. And also the facilitator should make sure that he/she is well aware of types of peer tutoring. In peer learning, the tutor and the tutee
should aware that peer learning includes both teaching and learning. When the peer learning and teaching opportunities are implemented
properly by avoiding faults it would work as one of the effective learning teaching method due to its multi-function approach. The main aim of
this paper was to provide an overview on peer learning method discussed in western approach. In this research, books written on peer learning,
relevant research papers and conference papers have been examined as secondary sources since this research based on literary survey. Content
analysis method has been used as the research method. Data is analyzed relevant to the content analysis method.

Keywords— Constructivism, criticism, learner, learning teaching process, peer learning, role, theory.

themselves (Topping & Ehly (1998). Peer learning is a two

I. INTRODUCTION way process between individuals. Here, two or more people
Peer learning essentially refers to students learning with and share ideas and help each other master a task that neither of
from each other as fellow learners without any implied them could accomplish individually (Damon Phelps, 1989).
authority to any individual, based on the tenet that “Students Usually much peer learning occurs without intervention of the
learn a great deal by explaining their ideas to others and by teacher. But peer learning which is organized by teachers
participating in activities in which they can learn from their would be effective than learning opportunities created by peer
peers” (Boud, 2001). A peer group consists of group of themselves. A peer teacher has the same status as the learner.
individuals with the same status who interact one another He/She assumes the temporary role of the teacher without
(Falkchikov, 2001). The influence of the peer group typically gaining more authority (Bond et al.). And also peer tutor does
peaks during adolescence. Mostly, this method is practiced by not possess any formal teaching experience (Topping, 2005).
the teachers in learning teaching process especially where Universities around the world in the past few decades
constructive learning approached is used. promotes peer assisted learning massively (Briggs, 2013).
There are different forms of peer learning: peer support
Objective groups, supplemental instructions, peer tutoring, peer teaching
The main aim of this paper is to provide an overview on and peer assisted learning. Peer learning occurs inside the
peer learning method discussed in western approach. classroom as well as the outside of the classrooms. Sometimes
teacher does not about it whether the teachers are aware of it
II. METHODOLOGY
or not (Boud, 2001).
In this research, books written on peer learning, relevant
research papers and conference papers have been examined as IV. THEORIES BEHIND THE PEER LEARNING
secondary sources since this research based on literary survey. Peer learning is a teaching method created by educationists
Content analysis method has been used as the research based on the psychological and sociological theories:
method. Data is analyzed relevant to the content analysis cognitive constructivism, social constructivism, cognitive
method. distribution, social groups and peer groups. The basic view of
constructivism is that the student learns by doing rather than
III. LITERATURE REVIEW
by observing. Dewey (2001) says that education is not an
Peer learning is not a new concept. Its history can be effort of “telling” and being “told”. It is active and
traced back to the era of Aristotle, use of Archons or student constructive process. Specifically, the learner uses his
leaders and to the letter of Seneca the younger (Briggs, 2013). previous knowledge in combination with the present learning
Peer learning is a theory introduced by Scotsman Andrew Bell situation to understand the learning outcome critically and in a
in 1975. Over the past 30-40 years peer learning has become a way so he/she can evaluate it. Constructivism has developed
very popular teaching method (Ibid). Peer learning is the under two logical approaches: cognitive constructivism and
acquisition of knowledge and skills though active helping and social constructivism in its short history with the influence of
support among peers who are equals in standing or matched both philosophy and psychology till it reached its present stage
companion (Gogus, (2012). Peer learning occurs among peers of development. Jean Piaget (1972), Bruner (1990) and
from similar social groupings who are not professional Neisser represent the cognitive constructivist strand, while
teachers helping each other to learn and doing so, learning

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 International Journal of Scientific Engineering and Science
Volume 4, Issue 11, pp. 1-6, 2020. ISSN (Online): 2456-7361

Vygotsky (1978) represents the social constructivism. and ideas, and do experiments. Children expect to interact
Cognitive constructivists mainly focus on the individual’s with peers and adults with security and acceptance under a
cognitive construction of mental structures. It is the view of safe environment (Evans, Meyers, & Ilfeld, 2000). Social
social constructivism that the learner uses social interaction learning theorists broadened the scope of behaviorism to
and cultural practices in the construction of knowledge include not only observed behavior but also how information
(Keerthirathne, 2018). The social constructivism of Vygotsky, about the environment is cognitively processed (Santrock,
which is considered as an extension of constructivism, accepts 2006). To Bandura, observational learning (imitation or
that every function of the child’s cultural development appears modeling) is an information processing activity. The process
on two levels: first, on the social level, i.e. between people that happens in observational learning takes place when the
(inter-psychology), and secondly, on the individual level, i.e. learner observes information about the environment and
inside the child (intra-psychological). He further explains that transforms them into cognitive representations. Then, the
every higher function emerges as a real relationship between information transformed to cognitive process serves as a guide
the learner and the others around him (Vygotsky, (Ibid). A peer group consists of group of individuals with the
1980).Theory of Distributed Cognition developed by Edwin same status with who interact one another (Falkchikov, 2001).
Hutchins (2020) expresses that knowledge lies not only within The peer group can influence what the child values, knows,
the individual but situated in the individual’s social and wears, eats, and learns. Peer group include shared beliefs,
physical environment. Cognitive distribution is the process interests and preferences for specific activities. A social group
whereby cognitive resources are socially shared; extending is a set of people who identify with one another and interact in
individual cognitive resources; and allowing group to informally structured ways based on shared values, norms and
accomplish something individuals cannot achieve alone. In goals. In another way social group is a unit consists of two or
social learning adults provide the young the opportunity to more people who come into meaningful contact for a purpose.
work with concrete objects, to make choices, explore things

Cognitive Social
Constructivism Learning

Social
Constructivism Social Groups

Theory
Distributed behind the Peer Groups
Cognition Peer
Learning

Figure 1. Theories behind the Peer Learning

(Gaustad, 1993). The tutor may from an upper grade. Class

V. TYPES OF PEER LEARNING wide peer tutoring is a teaching strategy based on reciprocal
Peer learning is basically a cognitive relationship between peer tutoring. And also it is a group reinforcement wherein an
an expert and a novice as the apprentice. According to the entire classroom of students is actively engaged in the process
learning situation and nature of the learning it can be divided of learning. Here, the learners practice basic academic skills
into five: same age peer tutoring, cross age peer tutoring, class simultaneously in a systematic and fun way (Terry, 2000).
wide peer tutoring, incidental peer tutoring and structured peer Incidental peer tutoring often takes place in the classroom or
tutoring. In same age peer learning the peer is a classmate. outside of the classroom. If one classmate helps to another in
Here, one child instructs another (Damond and Phelps, 1989). mathematics in the classroom learning or if one player helps to
But, in cross age peer tutoring the tutor is older than the tutee another to improve his/her performance in the playground here

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 International Journal of Scientific Engineering and Science
Volume 4, Issue 11, pp. 1-6, 2020. ISSN (Online): 2456-7361

we have cases of incidental peer tutoring. Structured peer combine tutor and tutee appropriately to have a good result.
tutoring is organized in specific cases of specific subjects. Peer learning is beneficial for both the tutee and the tutor.
Here, the teacher prepared well-structured plan in order to

Same Age
Peer
Tutoring

Cross Age
Classswide
Peer
Peer Tutoring
Tutoring
Types of
Peer
Tutoring

Structued
Incidental
Peer
Peer Tutoring
Tutoring

Figure 2. Types of Peer Tutoring

And also they improve promote positive interdepended.

VI. PEER LEARNING IN WESTERN APPROACH Student witness the critical inquiry and reflection due to the
Peer learning is mutually beneficial. It helps learners to independent environment includes in the learning teaching
share knowledge, attitudes and skills among the group. Peer process. The learner shows and promotes the accountability
learning is more effective when learning objectives are clear. they have regarding the learning teaching process. Since the
Since the learner engages in the learning teaching process peer learning avoids passive learning situation motivation is
throughout the learning experience the learning environment is remarkable. Students develop communication skills as they
active in peer learning. The learner is not passive and alone. share the learning experience mutually. Positive characteristics
The learner manage learning situation and reflects how to of peer learning show that it increases productivity. Due to the
learn. He/She shares the learning experience with two or more. productivity, more achievements are available.
The learners have opportunities to teach and be taught by one
another. Therefore, the learning environment is cooperative. VII. TEACHER’S ROLE IN PEER LEARNING
Due to this team based learning environment concepts are The teacher who creates a peer learning environment
understood by the learner deeply. Finally the collaborative should aware of the peer learning principles with its nature.
nature of learning environment would create an opportunity to Prior preparation is an important factor in peer learning. The
form a global network which shows the characteristics of the learner should be in a safe atmosphere under a shared
21st century learner. Psychological importance of this type of leadership in peer learning situations. It is not expected form
learning is promoting the social leaning as revealed by Albert the teacher to be authoritative where peer learning occurs.
Bandura and Vygotsky. In peer learning the learner is relaxed. Here, the teacher performs the role by monitoring the session
Student feels more comfortable since they are not under the rather than influencing them. Resource management is another
pressure of teacher like in traditional classroom where lecture aspect of peer learning. Different schools have different types
method is dominated. This type of nature in the learning of resources. Therefore, the teacher should select both
teaching process provides enjoyable opportunities for students. physical and human resources carefully when organizing a
Another positive aspect of peer learning is the learner sees the peer leaning environment in different types of peer learning
causality of the learning experience. There are both self and situations: same age peer tutoring, cross age peer tutoring,
peer assessment. The learner receives a feedback from the class wide peer tutoring, incidental peer tutoring and
teacher or peers. Since peer learning is a group work the structured peer tutoring since it is a flexible and adaptable
learner cultivate the habit of evaluating each other’s learning. learning method rather teaching method. Peer tutors should

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 International Journal of Scientific Engineering and Science
Volume 4, Issue 11, pp. 1-6, 2020. ISSN (Online): 2456-7361

have similar abilities to share together. Especially, talented tutee are comfortable in the learning teaching process.
students should be managed in a way as both the tutor and

Learning environment is active

Learning environment is cooperative
Receive a feedback
Evaluate each other’s learning
Promote positive interdepended
Promote accountability
Participation is high
Motivation is remarkable
Develop communication skills
Increase productivity
More achievement
Promotes ownership of learning
New concepts are understood deeply
Positive aspects
Causal
of peer
learning Cooperative
Team based
Opportunities to teach and be taught by one another
Forms a global network
Encourages social leaning
Students feel more comfortable
Less burdensome
Work with others
Critical inquiry and reflection
Enjoyable
Managing learning and how to lean
Self and peer assessment
Figure 3. Positive Aspects of Peer Learning

Ethical consideration of the teacher is more important in be a prominent feature and discrimination and favoritism
peer learning. The teacher with sound experience in peer should not be appeared in peer learning. Openness, student’s
learning often thinks that every student is unique and every personality and student’s privacy are another three prominent
student has capabilities in thinking and learning. Truth, features that should be admired in a peer learning classroom
honesty, and mutual respect are good qualities that should be setting. Finally, the well-developed professional teacher who
developed by both the teacher and the students. Each student promotes peer learning and peer teaching as two important
should be treated fairly and humane manner. Equality should methods in the learning teaching process believes that peer

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 International Journal of Scientific Engineering and Science
Volume 4, Issue 11, pp. 1-6, 2020. ISSN (Online): 2456-7361

learning works well with a variety of learners in different students are active. The reward system should be very strong,
classrooms. especially positive reinforcement. Adequate response time
should be given as the learner himself/herself solves the
VIII. HOW TO SUCCEED IN PEER LEARNING AND PEER learning situation. Learning experiences should be organized
TEACHING carefully and appropriately. The facilitator can select group
In peer learning situations the responsible authority should types: buzz groups, affinity groups, and solution and critics
make sure that the tutors are trained and they are aware of the groups. The facilitator should emphasize the importance of
peer teaching process. They are able to manage the learning active learning by implementing scaffolding where necessary.
and teaching situations without harming the learner Explanation on provided feedback is essential. As the author
personality learning experienced is organized by student believes if parents and students are educated and convinced of
themselves under a professionally qualified teacher. Hence, the benefits of peer learning and peer teaching they would
massively participate in this type of learning teaching process.

Be sure your tutors are trained

Use a reward system
Emphasize confidentiality, positive reinforcement and adequate
response time
Chose the learning exercise and the appropriate vehicle for it
Use group strategies (Buzz groups, affinity groups, and
solution and critics groups)
How to
Use role playing and modeling
Succeed in
Peer Teaching Emphasize the important of active learning
Teach instructional scaffolding
Explain directive versus nondirective tutoring
Explain how to provide feedback
Figure 4. How to Succeed in Peer Teaching

functions even out of the formal classroom e.g. incidental peer

IX. CRITICISM AGAINST THE PEER LEARNING tutoring. Hence, in every occasions school cannot provide
According to some critics peer learning seems to be a expert facilitators in peer learning situations. Sometimes peer
waste of precious classroom time. The reason for this common learning situation which emerge without proper instruction
criticism may be the amply student engagement since the peer would work effectively than a well-planed occasion. Learning
learning is one of the aspects of child centered learning. If the experience gather in the playground by a student is a fine
teacher is aware of principles behind the peer learning, types example for this argument.
of peer learning, theories behind the peer learning, teacher’s Sometimes students may have the feeling of inferiority
role and the student role in peer learning and how to pull off since they are facilitated by a more knowledgeable other. In
peer learning and peer teaching there would not be such a order to avoid this type mentality the teacher can construct a
waste of time in classroom time. close relationship between the tutor and the tutee since this is
In peer learning situations students are considered novices. part of the collaborative learning. Getting to know each other
Therefore, there should be an expert facilitator or a guide to and developing strong sense of community are two basic
create a useful learning teaching environment as shown by principles in peer learning. And also there are opportunities to
some critics. But, if the peer learning and peer teaching is a form peer groups from a group of students who have similar
teaching method practised by teachers repetitively it would abilities. They are cognitively close each other. Same age peer
function effectively even in an occasion in which the teacher tutoring would be more effective for students those who have
is absent. Otherwise, the teacher can plan and organize feeling of inferiority. It is the duty of the facilitator organizing
training sessions for peer tutors in order to make them aware the classroom as the learner would not seek the help from the
regarding their role and responsibilities in peer teaching to tutor at all the time. This is another solution for the above
gain significant progress. Another important factor is peer discussed criticism. The teacher should emphasize students
learning not only takes place in a formal classroom but also it

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 International Journal of Scientific Engineering and Science
Volume 4, Issue 11, pp. 1-6, 2020. ISSN (Online): 2456-7361

that they are the knowledge generators and the teacher or the Education: Learning From & With Each Other. London: Kogan Page
Ltd. Retrieved from: Brownstein
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[17] Topping, K., & Ehly, S. (1998). Peer Assisted Learning. Mahwah:
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psychological processes. Harvard university press.
are competent enough in a task that neither of them could
accomplish individually. Success of the peer learning process
depends on the Teacher’s role and the parents’ and students’
readiness for the peer learning. Peer learning and peer
teaching opportunities which function under a well-qualified
teacher work well with a variety of learners in different
classrooms. The facilitator should aware of the theories behind
this learning situation which promotes peer learning. And also
the facilitator should make sure that he/she is well aware of
types of peer tutoring: same age peer tutoring, cross age peer
tutoring, class wide peer tutoring, incidental peer tutoring and
structured peer tutoring before organizing such a learning
situation. In peer learning, the tutor and the tutee should aware
that peer learning includes both teaching and learning. When
the peer learning and teaching opportunities are implemented
properly by avoiding faults it would work as one of the
effective learning teaching method due to its multi-function
approach.
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