Tackling the Challenge of Peer Learning in Hybrid and Online Universities

Autor/inn/en	Mendieta-Aragón, Adrián; Arguedas-Sanz, Raquel; Ruiz-Gómez, Luis Manuel; Navío-Marco, Julio
Titel	Tackling the Challenge of Peer Learning in Hybrid and Online Universities
Quelle	In: Education and Information Technologies, 28 (2023) 4, S.4505-4529 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mendieta-Aragón, Adrián) ORCID (Arguedas-Sanz, Raquel) ORCID (Ruiz-Gómez, Luis Manuel) ORCID (Navío-Marco, Julio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11397-7
Schlagwörter	Peer Teaching; Blended Learning; Virtual Universities; Web Based Instruction; Asynchronous Communication; Computer Mediated Communication; Foreign Countries; College Students; Student Attitudes; Preferences; Teaching Methods; Video Technology; Equal Education; Electronic Learning; Europe + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Web Based Training; Computerkonferenz; Ausland; Collegestudent; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Europa
Abstract	Peer learning is not fully developed or researched in online and hybrid higher education. This research analyses a peer learning experience in the asynchronous part of hybrid teaching, in one of the largest blended universities in Europe, promoting students to act as teachers of their peers, by preparing digital content (videos) for the course. This article studies whether there are behaviour patterns and different perceptions associated between students who act as teachers, and those who only act as students. The results indicate, among other findings, that students demand this type of activities, and value them very positively. Specifically, the "teachers" consider that this activity increases their motivation for the subject and their performance; they also consider that it significantly improves their creativity and communication skills, and they would definitely participate in the project again. The assessment of the students who merely view the materials is also very positive, and they prefer a learning method through classmate videos than the traditional learning method with printed materials. The research is also a boost to finding ways to promote learning among equals in non-classroom teaching in digital environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01