• 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 

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

Other Names

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

University of California, Davis

- Intelligence
- Cognitive Development
- Motivation
- Self-Regulation
- Self-Concept
- Study Habits
- Student Diversity
- Learning Science
- Learning Disabilities
- Physical Development
- Memory
- Knowledge
- Levels of Education
- Academic Anxiety
- Academic Goals & Achievement 

Focuses of Educational Psychology

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.

H. Izumi, M. Matsubara, C. Watanabe and A. Morishima, "A Microtask Approach to Identifying Incomprehension for Facilitating Peer Learning," 2019 IEEE International Conference on Big Data (Big Data), 2019, pp. 4624-4627, doi: 10.1109/BigData47090.2019.9005446.


A Microtask Approach to Identifying Incomprehension for Facilitating Peer Learning

Chen, Jing, et al. “Influences of Teacher–Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences during Early School Years.” Frontiers, Frontiers, 1 Jan. 1AD, https://www.frontiersin.org/articles/10.3389/fpsyg.2020.586991/full. 

Influences of Teacher–Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences During Early School Years

Rohrbeck, Cynthia & Ginsburg-Block, Marika & Fantuzzo, John & Miller, Traci. (2003). Peer-assisted learning interventions with elementary school students: A meta-analytic review. Journal of Educational Psychology. 95. 240-257. 10.1037/0022-0663.95.2.240. 

Peer-assisted learning interventions with elementary school students: A meta-analytic review

Jackson, C. K., &amp; Bruegmann, E. (2009). Teaching students and teaching each other: The importance of Peer Learning for Teachers. American Economic Journal: Applied Economics, 1(4), 85–108. https://doi.org/10.1257/app.1.4.85 

Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers

 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

Intelligence is a complex cognitive characteristic involving the capacity to acquire and apply knowledge and skills. It enables individuals to reason, solve problems, plan, and adapt to new situations using logic, understanding, and creativity. Numerous theories have been developed to explain its nature, such as Sternberg's triarchic theory and Gardner's proposal that intelligence comprises multiple factors. Other perspectives also emphasize the significance of emotional intelligence.

Intelligence

A person's own perception or evaluation of themselves, includes feelings, attitudes, behaviors, desires, and judgements that one considers to be characteristic of themselves.

Self-Concept

Understanding or awareness of something or the sum total of one's understanding/awareness of all things.

Knowledge

Information and knowledge encoded into the brain to be retrieved 

Memory

Motivation

How personality affects an individual's behavior in an educational setting, thereby influencing their learning experience.

Personality Psychology in Education

Learning science an interdisciplinary field that works to further our understanding of learning as well as to engage in the design and implementation of learning innovations. Contributing fields include cognitive science, computer science, educational psychology, anthropology, and applied linguistics. 

Learning Science

Learning disabilities are cognitive disorders that impact specific areas of cognition, such as language or reading. They are classified as specific neurological impairments, distinguishing them from global intellectual or developmental disabilities. A key characteristic is that they often affect individuals with average to above-average intelligence, meaning the disability is confined to a particular cognitive area and is not an indicator of overall intellectual capability.

Learning Disabilities

The levels of education indicate how rigorous a curriculum is. Students start at the lower levels and move up as they graduate from each level.
- Higher level
- Secondary level 
- Basic education

Levels of education

Being able to control your time, schedule, behaviors and to adapt to situations in order to obtain a personal goal.

Self-Regulation

The demographics of a group of students. The more varried the demographics are, the more diverse the group is.

Student Diversity

Cognitive development refers to the changes in an individual's mental processes. This domain includes the development of learning, attention, memory, language abilities, thinking, reasoning skills, and creativity.

Cognitive Development

A person's overall subjective evaluation on their worth, and how they feel about the evaluation. Those with high self esteem tend to feel hopeful, and those with low self esteem tend to feel hopeless and withdraw. Typically either a positive or negative evaluation of traits, abilities, etc.

Self-Esteem

Physical development is the sense of students’ health needs related to their age or maturity and the foundation of many academic tasks. 

* For Example:
- Successfully manipulate a pencil
- How long they can sit still without discomfort

Physical Development in Students

Peer Learning

The learner’s dictionary defines study as “ the mental effort to obtain knowledge.” This means that studying is essentially the “art of learning” which can help the individual not just obtain information but also the habit and skill to study. Habit on the other hand is defined as “ a pattern of activity which through repetition, has been learned to the point that it has become automatic and can be carried on with a minimum of conscious effect.”


Study Habits

Academic Anxiety is the feelings of concern, worry, and dread associated with academic settings and tasks. Assignments, tests, exams, subjects, and societal pressures (parents, peers, instructors, etc.) are all factors in academic anxiety. There will usually be noticeably high areas of concern in the following areas: physiological, cognitive, behavioral, and (occasionally) social. 

Academic Anxiety 

Academic goals are aspirations applicable to the advancement of your education. They involve the knowledge you acquire and the projects you complete as a student.

Learn Before

Related

Learn After