Low Power Distance

• Informal, casual, friendly (social congruence)

• More effective communication

• More cooperative learning style

• In general, tutors are still treated with respect

High Power Distance

• Formal, rigid

• Superior vs inferior

• Less effective communication since asking questions is seen as questioning authority



Power Distance

• Tutors and tutees share a similar "knowledge framework"

• Tutors can identify where their tutee is struggling and what topics their tutee will consider being easy and/or difficult

• Tutors use familiar language with tutees - informal communication is associated with efficient knowledge transfer

• All of this helps tutors explain difficult concepts to tutees

• Creates a less stressful, more relaxed and informal environment/climate

• Informal communication and a nonjudgmental learning climate are more associated with cognitive congruence than social congruence

Cognitive Congruence 

• Tutors and tutees share similar "social roles"

• Tutees feel more comfortable with tutors and ask more questions which leads to tutees participating more in class

• Tutors are more empathetic towards tutees because they understand/have been through what the tutee has been through

• Tutors can also relate to tutees' lives outside of academics like clubs, sports, etcetera

• Effectiveness of a tutor can be measured by social congruence alone

• "The social level seems to impact the content level of tutorials and seems to be crucial for the effectiveness of student tutor and tutorial "

Social Congruence

• Tutors and tutees

• Tutor needs to be proficient in the subject as well as managing groups and group dynamics

• Power Distance

• Cognitive Congruence

• Social Congruence 

University of California, Davis

 “The acquisition of knowledge and skill through active help and support among status equals or matched companions”

Peer Learning

Chan, N.N., Phan, C.W., Aniyah, S.N., & Dipolog-Ubanan, G.F. (2016). Peer assisted learning in higher education: Roles, perceptions and efficacy.

Peer assisted learning in higher education: Roles, perceptions and efficacy.

 Loda T, Erschens R, Loenneker H, Keifenheim KE, Nikendei C, Junne F, et al. (2019) Cognitive and social congruence in peer-assisted learning – A scoping review. PLoS ONE 14(9): e0222224. https://doi.org/10.1371/journal.pone.0222224

Cognitive and Social Congruence in Peer-Assisted Learning – A Scoping Review

Peer Assisted Learning Roles

• Most often is supplemental instruction but is more effective when built into the course

• Keep with the pace of the class

• Metacognitive learning strategies are drawn from the tutor’s own experiences (mindmaps, diagrams, charts, exercises, writing notes)

• Tutees discussing and asking questions leads to more effective result


Peer Assisted Learning Strategies

• Tutees have an increase in academic performance

• Tutees gain friendship and experience attitude and behavior changes

• Peer tutors gained satisfaction from their tutees’ improved results and enhanced time management, planning, and communication skills 

• More self-confidence and satisfaction for both groups

Peer Assisted Learning Outcomes

• Effective in identifying the learner’s incomprehension

• Identifying the learner’s incomprehension allowed for peer learning

• Identifying incomprehension allows for people to teach each other 

Microtask Peer Assisted Learning

Social Learning 

• Children are learning/gaining skills on social interactions rather than concepts

• A child's perception of their social interactions is more important than the actual interaction

• Their perceptions influence their self-worth which influences their behaviors and how they are seen by fellow peers

• Peer social support vs peer victimization

• Influences academic learning

Peer Learning in Preschool and Elementary Education

• A teacher's peers include all other teachers in the same school that teach the same grade

• A teacher's performance is affected by the quality of their peers

• "changes in the quality of a teacher’s colleagues are associated with changes in" their, "students’ test score gains"

• A teacher's performance increases when the quality of their peers' increases

•Certified and licensed teachers are more responsive to their peers 

• Teachers share resources

• Less experienced teachers can learn from more experienced teachers and are, therefore, more responsive to peers

• Students can be affected by a teacher's past peers

Peer Learning in Administration (Teachers)

• 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

• Peer assisted learning

• Peer to peer learning

Learn Before

Related

Learn After