Peer-to-peer teaching: Experience of 3rd year undergraduate sports therapy students and impact upon applied academic performance

Hospitality students at the online classes during COVID-19 – How personality affects experience?

“…Hospitality students are required to be well equipped with knowledge and skills (e.g., from lectures, tutorials, and subject assessments) and professionally trained (e.g., practicum requirement or internship); in this manner, they become competent enough to meet the market demand of their career choice ( Chen, Subhash, George, & Weiermair, 2012 ). Hospitality instructors usually adopt face-to-face teaching approaches, which involve discussions and personal interactions ( Lowton-Smith et al, 2019 ). Examples of these approaches are lectures, discussions, field trips, guest lectures, panels/symposia/fora, small group activities, games or simulations, student presentations, case studies, demonstrations, and experiments ( Deale, O’Halloran, Jacques, & Garger, 2010 ).…”

An interview study to explore the perceived usefulness of in-house training programs in tourism and hospitality education

“…A possible way to capitalize on the knowledge gap could be peer-lecturing (peer-to-peer), wherein older, more experienced students teach their younger, less experienced peers. It creates a more meaningful experience for both groups of students, and facilitates active learning, wherein the lecturer moves into the role of a facilitator ( Lowton-Smith et al., 2019 ). Comparably, it would also stimulate the group of students that claimed a lack of active involvement as a shortcoming of the in-house program as similarly reported by Pusiran et al.…”

Increasing Physical Literacy in Pencak Silat Athletes: Two-Months Peer Teaching Model Program in COVID-19

“…It is expected that by using this model, tutor and athletes could interact with each other, actively involved and work together to develop their potential in teaching activities (Gunduz & Uner, 2019). According to previous studies, peer teaching was claimed to have benefits in improving performance (Lowton-Smith et al, 2019;Kastrena, Setiawan, Patah & Nur, 2020. However, other studies reported that there was still a gap, which showed that peer teaching was less effective because it had several problems such as the feedback provided by tutors might be partially correct, completely wrong or misleading for other athletes (Trabelsi, Gharbi, Masmoudi & Mrayeh, 2020).…”