Question:
Discuss about the Peer-To-Peer Learning for Reciprocal Peer Tutoring.
Peer-to-peer learning is an approach to teaching/learning whereby one learner gives instructions to peers in the material upon which former is the expert while former is a beginner. Peer-to-peer learning is never a novel concept. The concept is traceable back to the archons utilization by Aristotle or the student leaders alongside to Seneca the Younger’s letters. The concept initially framed as a theory from Scotsman Andrew Bell in the year 1795, and later English and French schools embraced it in the nineteenth century. Over the previous thirty to forty years, this method of learning has been increasingly famous together with mixed abilities grouping in the K-12 public schools alongside the interest in increasingly financially-efficient approach of learning.
Academic peer-peer learning can take various forms among them surrogate, proctoring, cooperative learning and reciprocal peer tutoring (RPT). Surrogate learning is common at bigger universities and entails providing older learners, usually graduates or senior undergraduates, certain or all of learning/teaching roles/responsibilities for the courses of undergraduates. Proctoring learning programs encompass one-on-one learning/tutoring by learners who are slightly advanced of other fellow learners, or who have demonstrated successful proficiency with material in the latest past. Cooperative learning encompass the division of peers into small cohorts, with each individual in cohort responsible for teaching their fellows, and each contributing a rare piece to the cohort performance on a given task. RRT remains an increasingly specific kind of cooperative learning and group peers into pairs for tutoring each other.
Peer-to-peer is one of the most important strategy that foster student independence thereby allowing the learners to enjoy fruitful interactions with others as well as actively partaking in students’ school community. It is one of the ways through independent learning skills are developed to improve the students’ outcomes. It takes the form of students’ self-regulated and independent learning and hence a higher influence on the progress of the student. It provides the learners with potential opportunities to self-monitor based on the process of establishing goals as well as receiving feedback from fellow students and from oneself. Through peer-tutoring, students are able to revise via the intervention of their peers once the peer-tutoring has been assumed (Godwin-Jones, 2005).
The strategy enriches the production by having students confronting each other in the learning process. It fosters the processes such as metacognitive awareness amongst the learners own productions, especially epistemic monitoring as well as reflexive thinking for self-reliance. The peer-to-peer learning process permits each learner to play a given role of tutor and tutored. The student who use reciprocal peer tutoring will benefit from providing directions, evaluating as well as providing bolstering for their colleagues. The strategy establishes a mutual help and social support amongst the partaking students. Research on peer-to-peer mostly provide evidence for fruitful impacts on learning, performance stress and anxiety reduction alongside a surge in gratification with the progress (Yang, 2006).
The students will greatly benefit from the peer-to-peer learning in a number of ways that promotes their independence. The learners always receive increased time for their individualized learning. Also, peer-to-peer learning allows for straight interactions between the learners thereby promoting active learning. The strategy further benefits the learners as the peer teachers reinforce their individual learning by instructing their colleagues. The peer-to-peer learning makes the learners to feel increasingly comfortable and open when interacting with their peers. The peers as well as learners will share the identical discourse thereby permitting a greater understanding. The strategy is also financially efficient option to hiring more members of staff. The teachers will receive more time and hence focus on the next lesson as they leave the students on their own to improve self-reliance among their students.
The reciprocal peer-to-peer learning program applied at the California State University for example has helped the students in the huge introductory psychology course to meet with the learners partners occasionally throughout the course in order to question one another as well as discuss the major ideas for every unit of this course. This program has not only helped boost the independence of the students but it has also increased the academic success and the increased the social incorporation of the learners. This learning strategy has been extremely successful since when the students in the Reciprocal Peer Tutoring (RPT) program abilities were compared with the control learners that took part in the supplementary activities, the participants in the RPT indicated higher academic accomplishment on the unit tests, ranked themselves as increasingly gratified with the class were effectively adjusted psychologically, and often utilized their RPT colleagues as the supportive resource in this course.
The studies have shown that student in peer-to-peer learning utilize the experience of their colleagues to become increasingly independent. The activities of peer-to-peer learning characteristically yield positive outcomes for both the tutor and the tutee. These activities yield better team-building spirit a well as increased supportive relationships. They also yield psychological well-being, communication skills, social competence as well as self-esteem. Further peer-to-peer activities leads to higher accomplishment alongside greater productivity on the basis of the improved learning outcomes (Purser, Towndrow & Aranguiz, 2013).
The experience of the fellow students can best be utilized by other students to encourage the highly motivated as well as well-prepared learners to become interested in pursuing studies via skills development alongside exposure to first-hand experience. The tutor and tutees work closely together to design as well as implement their studies (Mazur, 2017). The students can benefit from their fellows’ experience for example where the surrogate teaching approach is used with more experienced students like doctoral learners supervising the undergraduate learners. This will inspire the undergraduate students by recognizing these doctoral students as their role models and aim at achieving whatever their seniors have accomplished. Also, the junior learners can optimally benefit from the senior students by reaching out to them for revision helps and even some pieces of potential benefits.
To best utilize the experience of their peers, the students need to effectively collaborate with each other. The educators have acknowledged the value of collaborative learning. The learners do not effectively learn where there is no collaboration or in isolation. The students must never be isolated receivers of knowledge in order to best benefit from the experience of their peers. The learners must overcome any form of isolation to learn as well as write. The should fully and actively partake the collaborative learning exercises including peer review workshops, group presentation, collaborative research assignments, discussion groups and collaborative papers. These are imperative constituents of the learners’ writing classrooms since they inspire active learning, providing learners the potential opportunity to become increasingly deeply involved/engaged with their writing as well as with each other (Comer, Clark & Canelas, 2014).
The learners can also benefit and best use the experience of other fellows when they engage actively in both self and peer assessment. The self as well as peer assessment will be based on revision and enhancement. By engaging in these assessments, the learners will independently assess individually and other assess the progress of their fellows with confidence instead of always depending on their teacher’s judgment. When learners self-and peer-asses, the learners become actively engaged in learning course and their independence as well as motivation/inspirations are enhanced (Biech, 2015). The students will in this case by utilizing the experience of others to effectively look at their individual work, and judge the extent to which their work display explicitly outlined goals/criterion thus able to effectively asses the quality of own work and subsequently revise the work accordingly.
Conclusion
To this end, it is undoubtedly that peer-to-peer learning is an effective approach to improve learners’ independence and remains increasingly attributed to higher and faster academic achievement. By lessening the time that students take with their teachers, student get extra time to be on their own and this detaches them from the overreliance on the teachers. In essence, peer-to-peer learning should be effectively exploited to allow the students benefit from the potential experience of their fellows. Since the students are more friendly and close to their peers than the teachers, they will be able to open up to their peers on their learning disabilities and challenges early enough to get the solutions. Thus, the report is penned off with a call to action that learners should exploit the potential and promising opportunity that peer-to-peer learning avails by ensuring that they actively collaborate and partake in every activity to best utilize the experience of their fellows.
References
Biech, E. (2015). Peer?to?Peer Learning. 101 Ways to Make Learning Active beyond the Classroom, 204-212.
Comer, D. K., Clark, C. R., & Canelas, D. A. (2014). Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs. The International Review of Research in Open and Distributed Learning, 15(5).
Godwin-Jones, B. (2005). Messaging, gaming, peer-to-peer sharing: Language learning strategies & tools for the millennial generation.
Mazur, E. (2017). Peer instruction. In Peer Instruction (pp. 9-19). Springer Spektrum, Berlin, Heidelberg.
Purser, E. R., Towndrow, A., & Aranguiz, A. (2013). Realising the Potential of peer-to-peer learning: Taming a MOOC with social media.
Yang, S. J. (2006). Context aware ubiquitous learning environments for peer-to-peer collaborative learning. Educational Technology & Society, 9(1), 188-201.
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