•  Little to no involvement from a teacher (or another manager/staff member)

•  Making assessments a peer learning activity (too competitive)

•  Unclear and inequitable guidelines especially when grades are involved

 •  Misrewarding students: contributors need to be rewarded and non-contributors should not be

•  Repeating unsuccessful strategies

University of California, Davis

• Peer learning is most successful when it is built into a course rather than just being an add-on

• Peer learning needs to focus on course goals and learning outcomes

• One must consider the context of the course/lesson before implementing peer learning

•  One must make sure that the peer learning strategy that is chosen accomplishes the intended task

•  "considering resource implications"

•  Someone needs to manage the peer learning process

• The manager, students, and anyone else involved should be prepared and understand what their peer learning role entails (tutor or tutee)

• Tutors should practice how to interact with tutees in order to be cognitively and socially congruent

• Peer learning strategies should be introduced in the beginning and the process should be evaluated in the end to measure its effectiveness

•  Having/creating a positive learning climate (good attitude) also increases peer learning effectiveness


Designing Peer Learning

Sampson, Jane & Boud, David & Cohen, Ruth & Gaynor, Fran. (2001). Designing peer learning. Peer Learning In Higher Education. 


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