Peer-to-peer learning: Difference between revisions
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There are several variants, e.g. | |||
* (some forms of) collaborative writing | |||
* Peer tutoring | |||
* [[learning by teaching]] (reciprocal teaching) | |||
== Peer collaborative writing == | |||
"Peer-tutoring" writing consists in assisting the revision process through the intervention of a peer, following the peer-tutoring assumption: Peer-tutoring is expected to enrich the production through the confrontation with other learners, and by fostering processes like metacognitive awareness on their own productions, particularly epistemic monitoring and reflexive thinking. | |||
Here is a [[design-based-research|conjecture map]] arguing | |||
== Links == | |||
* [http://en.wikibooks.org/wiki/Web_2.0_and_Emerging_Learning_Technologies/Learning_Theory#Emerging_Web_2.0_Related_Learning_Theory:_Student_Generated_Content.2C_Peer-To-Peer_Learning.2C_Connectionism.2C_etc. Web 2.0 and Emerging Learning Technologies/Learning Theory] | |||
== References == | == References == | ||
* Fantuzzo, J. W., Riggio, R. E., Connelly, S., & Dimeff, L. A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis. Journal of Educational Psychology, 81, 173-177. | |||
* Gielen, S., Filip Dochy, Liesje Tops, Elien Peeters (2007) Effects of formative peer-assessment on writing performance: What is the most beneficial role of the assessee in Proceedings of the 12th EARLI biennal conference on Research on Learning and Instruction, Aug. 28 - Sept. 1, Budapest (Hungary) | |||
* Höysniemi, J., Hämäläinen, P., & Turkki, L. (2003). Using peer tutoring in evaluating the usability of a physically interactive computer game with children. ''Interacting with Computers'', 15, 203-225. | * Höysniemi, J., Hämäläinen, P., & Turkki, L. (2003). Using peer tutoring in evaluating the usability of a physically interactive computer game with children. ''Interacting with Computers'', 15, 203-225. | ||
* Johnson, R. T., & Johnson, D. W. (1988). Cooperative learning: Two heads are better than one. In Context. [http://www.context.org/ICLIB/IC18/Johnson.htm HTML], retrieved 14: | * Johnson, R. T., & Johnson, D. W. (1988). Cooperative learning: Two heads are better than one. In Context. [http://www.context.org/ICLIB/IC18/Johnson.htm HTML], retrieved 14:13, 20 May 2008 (UTC). | ||
* Kear, K. (2004). Peer learning using asynchronous discussion systems in distance education. Open Learning, 19(2), 151-164. Retrieved October 4, 2007 | |||
* Pigott, H. E., Fantuzzo, J. W., & Clement, P. W. (1986). The effects of reciprocal peer tutoring and group contingencies on the academic performance of elementary school children. Journal of Applied Behavior Analysis, 19, 93-98. | |||
* Riggio, R. E., Fantuzzo, J. W., Connelly, S., & Dimeff, L. A. (1991). Reciprocal peer tutoring: A classroom strategy of promoting academic and social integration in undergraduate students. Journal of Social Behavior and Personality, 6, 387-396. | |||
* Wolfe, J. A., Fantuzzo, J. W., & Wolfe, P. K. (1986). The effects of reciprocal peer management and group contingencies on the arithmetic proficiency of underachieving students. Behavior Therapy, 17, 253-265. | |||
[[Category: Learning theories]] | [[Category: Learning theories]] | ||
[[Category: Pedagogic strategies]] | [[Category: Pedagogic strategies]] | ||
[[Category: Instructional design models]] | [[Category: Instructional design models]] | ||
Revision as of 15:13, 20 May 2008
There are several variants, e.g.
- (some forms of) collaborative writing
- Peer tutoring
- learning by teaching (reciprocal teaching)
Peer collaborative writing
"Peer-tutoring" writing consists in assisting the revision process through the intervention of a peer, following the peer-tutoring assumption: Peer-tutoring is expected to enrich the production through the confrontation with other learners, and by fostering processes like metacognitive awareness on their own productions, particularly epistemic monitoring and reflexive thinking.
Here is a conjecture map arguing
Links
References
- Fantuzzo, J. W., Riggio, R. E., Connelly, S., & Dimeff, L. A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis. Journal of Educational Psychology, 81, 173-177.
- Gielen, S., Filip Dochy, Liesje Tops, Elien Peeters (2007) Effects of formative peer-assessment on writing performance: What is the most beneficial role of the assessee in Proceedings of the 12th EARLI biennal conference on Research on Learning and Instruction, Aug. 28 - Sept. 1, Budapest (Hungary)
- Höysniemi, J., Hämäläinen, P., & Turkki, L. (2003). Using peer tutoring in evaluating the usability of a physically interactive computer game with children. Interacting with Computers, 15, 203-225.
- Johnson, R. T., & Johnson, D. W. (1988). Cooperative learning: Two heads are better than one. In Context. HTML, retrieved 14:13, 20 May 2008 (UTC).
- Kear, K. (2004). Peer learning using asynchronous discussion systems in distance education. Open Learning, 19(2), 151-164. Retrieved October 4, 2007
- Pigott, H. E., Fantuzzo, J. W., & Clement, P. W. (1986). The effects of reciprocal peer tutoring and group contingencies on the academic performance of elementary school children. Journal of Applied Behavior Analysis, 19, 93-98.
- Riggio, R. E., Fantuzzo, J. W., Connelly, S., & Dimeff, L. A. (1991). Reciprocal peer tutoring: A classroom strategy of promoting academic and social integration in undergraduate students. Journal of Social Behavior and Personality, 6, 387-396.
- Wolfe, J. A., Fantuzzo, J. W., & Wolfe, P. K. (1986). The effects of reciprocal peer management and group contingencies on the arithmetic proficiency of underachieving students. Behavior Therapy, 17, 253-265.