Tackling the challenge of peer learning in hybrid and online universities

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 prep...

Full description

Saved in:
Bibliographic Details
Published in:Education and information technologies 2023-04, Vol.28 (4), p.4505-4529
Main Authors: Mendieta-Aragón, Adrián, Arguedas-Sanz, Raquel, Ruiz-Gómez, Luis Manuel, Navío-Marco, Julio
Format: Article
Language:English
Subjects:
Analysis
Asynchronous Communication
Blended Learning
College Students
Communication Skills
Computer Appl. in Social and Behavioral Sciences
Computer Mediated Communication
Computer Science
Computers and Education
Education
Educational Technology
Electronic Learning
Equal Education
Foreign Countries
Information Systems Applications (incl.Internet)
Learning
Online education
Peer Teaching
Preferences
Printed Materials
Psychological Patterns
Spain
Student Attitudes
Students
Teaching Methods
Universities
Universities and colleges
User Interfaces and Human Computer Interaction
Video Technology
Virtual Universities
Web Based Instruction
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-022-11397-7