Peer Learning and Assessment

Peer-Assisted Learning in Accounting --- A Qualitative Assessment

“…Similar findings were established by Finlay and Faulkner (2005), who found that the main benefit reported by students who engaged in a peer-learning reading group was the "space" the group provided to share their ideas, knowledge and theories with one another. According to Boud, Cohen and Sampson (1999), this uniquely relaxed environment facilitates one of the most important aspects of PAL, that is, reflection and examination of the subject with peers, and the development of expressive and receptive communication skills.…”

Nursing students’ perceptions of peer learning as a learning model in clinical practice and students’ learning through peer learning - an evaluation study

“…Dysthe (2013) viser til Vygotskij, som understreket at samhandlingen må vaere utgangspunkt for laeringen og ikke bare rammen rundt. Med bakgrunn i Boud et al (2006) sin definisjon av peer learning, må en kunne si at samhandlingen er utgangspunktet for laeringen ved denne praksismodellen. Laering vil ofte forsterkes når studentene får legge fram egne tanker og ideer og respondere på andres, og slik aktivitet vil også øke forståelsen (Bjørke 2006).…”

“…Diskusjoner studenter imellom handler ofte om å hente inn kunnskap som de har laert i de teoretiske studiene, og som de må nyttiggjøre seg av i de oppgavene de skal løse (Ranse og Grealish 2006). Samarbeidet gjør at studentene får mer øvelse i å snakke om de problemene de står overfor, og i å uttrykke sin forståelse, noe Boud et al (2006) hevder har betydning for livslang laering. I samme studie påpekes det imidlertid også at studentgrupper med ulik alder, erfaringsbakgrunn og kulturell bakgrunn kan gi både organisatoriske og pedagogiske utfordringer.…”

Willing Suspension of Disbelief: A Study in Online Learning Through Simulation, and Its Potential for Deeper Learning in Higher Education

“…3 Online learning: The significance of online interaction has been recognised in Salmon's (2000) 5 stage model for online learning (the steps range from step 1, having the technical wherewithal to access an online discussion forum, through intermediate steps eg socialisation and information exchange to step 5, development of knowledge). Goold, Craig and Coldwell (2008) Keats & Boughey (1994) 2 See Boud et al (1999) p 413 3 Anderson et al (2001) non-contributors to the online discussion forum as "lurkers" (those who do not actively participate) and lower still "shirkers" (who do not even arrive in the online forum). Group size is critical to the creation of a community of online learners as is the ability of students to break down barriers to enter into online debate, Stacey (1999).…”