Role of Peer-to-Peer Learning in Promoting Student Independence

This report evaluates the role of Peer-to-peer learning strategy in making students more independent. The report analyses different factors of Peer-to-peer learning approach that assist in increasing student independence including high self-confidence, self-evaluation, learner autonomy, lack of dependability on teachers and others. Lastly, the report ended with conclusion and recommendations that assist student in increasing the efficiency of Peer-to-peer learning.

Running head: ROLE OF PEER-TO-PEER LEARNING 0
English for Academic Studies
Peer-to-peer Learning

ROLE OF PEER-TO-PEER LEARNING 1
Executive Summary
This report aims at evaluating the role of Peer-to-peer learning strategy in making
students more independent. The report starts with an introduction to the topic which provides
information about the structure of this report. Secondary research is conducted in the report
based on articles, journal and other peer-reviewed material to understand the impact of Peer-
to-peer learning. The report analyse different factors of Peer-to-peer learning approach that
assist in increasing student independence including high self-confidence, self-evaluation,
learner autonomy, lack of dependability on teachers and others. Lastly, the report ended with
conclusion and recommendations that assist student in increasing the efficiency of Peer-to-
peer learning.

ROLE OF PEER-TO-PEER LEARNING 2
Table of Contents
1. Introduction.........................................................................................................................3
2. Role of Peer-to-peer learning in Promoting Student Independence...................................3
2.1 Peer-to-peer learning reduces the dependability of students on teachers........................3
2.2 Highly Engaged Students are More Independent.............................................................4
2.3 Learn Autonomy increase Independence.........................................................................4
2.4 Peer-to-peer learning increase Self confidence in Students.............................................5
3. Conclusion..........................................................................................................................6
4. Recommendations...............................................................................................................6
4.1 Promoting Peer-to-peer learning Programs......................................................................6
4.2 Careful Selection of Peers................................................................................................6
4.3 Lack of Experience..........................................................................................................7
4.4 Handling the Criticism.....................................................................................................7
5. References...........................................................................................................................8

ROLE OF PEER-TO-PEER LEARNING 3
1. Introduction
Peer-to-peer learning approach is becoming popular among students and
universities as more and more studies prove the disadvantage of students’ dependability on
teachers. Due to the advancement of technology, the students can easily access their teachers
any time from devices such as computer, laptop and smartphone and easily clear their
quarries. It increases the number of dependent students who lack the ability to learn and
understand new topics on their own (Farooq, Chaudhry, Shafiq & Berhanu, 2011). In Peer-to-
peer learning approach, the students learn with their fellow peers, and they understand topics
based on their fellow students’ experiences and abilities. The students have to teach their
peers in the Peer-to-peer learning approach which increases their ability to learn as well
(Stracke, 2010). The structure of this report will include four key points that prove how Peer-
to-peer learning approach assist in increasing student independence. The report will analyse
the Peer-to-peer learning approach based on secondary research from articles, journals, and
other peer-reviewed material. The purpose of this report is to analyse how Peer-to-peer
learning assists in promoting independence in students and provide various recommendations
that improve its effectiveness.
2. Role of Peer-to-peer learning in Promoting Student
Independence
2.1 Peer-to-peer learning reduces the dependability of students on teachers
Peer-to-peer learning approach requires students to understand new topics on their
own and teach fellow peers as well, which reduces their dependability on teachers and
increases their independence. In recent years, students’ dependability on their teachers has
grown substantially which reduces their ability to learn (Guldberg, 2008). Students have
different options to easily connect with their teachers through various sources such as
computer, smartphone, social media site, university portal and others. The students did not
have to engage in the learning process, and they are not requiring performing activities such
as organising, practising, analysing and assessing the information. The students failed to
understand topics on their own without the assistance of their teacher which result in
increasing the number of dependent students. The dependent students lack the ability to
innovative or bring creative solutions to the problems since they are unable to understand

ROLE OF PEER-TO-PEER LEARNING 4
new topics (Yang & Chen, 2008). In Peer-to-peer learning approach, the students learn and
understand new topic without the assistance of their teachers. Students have to learn new
topics based on the experience of their own and their peers which increase their engagement
in the learning process. The lack of assistance from teachers makes students capable of
understanding new topics on their own which makes them independent.
2.2 Highly Engaged Students are More Independent
Students have to engage in the learning and teaching process in Peer-to-peer
learning approach which makes them more independent. Most of the students did not engage
in learning activities while studying in universities because they have different sources and
teaching material which they can assess easily (Laru, Jarvela & Clariana, 2012). They can
also easily resolve their quarries with the help of their teacher which reduces the requirement
for engaging in the learning process. On the other hand, students engage in learning and
teaching activities in Peer-to-peer learning approach since they have to teach and learn topics
on their own. Students perform various activities during Peer-to-peer learning strategy such
as organising the information, assessing the data and analysing the study material. Students
did not perform these activities while learning from their teacher since they do it for them
(Schmidt, Geith, Haklev & Thierstein, 2009). While performing these activities, students
engage in the study material which makes them independent since they understand and
perform learning activities without the assistance of teacher. Therefore, Peer-to-peer learning
approach assists in increasing student independence by making them more engaged in the
learning and teaching process.
2.3 Learn Autonomy increase Independence
Peer-to-peer learning approach makes students autonomous by increasing their
ability to learn and teach which makes that independent. Learner autonomy is defined as
student’s ability to learn new topics without the assistance of teachers (Smith, 2008).
Autonomous learners did not require assistance from their teachers while learning new topics,
instead, they focus on their own skills and abilities while understanding the topic. In Peer-to-
peer learning approach, students have to evaluate others and their own learning abilities. Self-
evaluation and criticism from others assist students in enhancing their ability to learn. The
evaluation assists students in determining their strengths and weaknesses in the learning
process (Devenish, Dyer, Jefferson, Lord, Van Leeuwen & Fazakerley, 2009). They can use
this information to improve their learning abilities by addressing their weaknesses and

ROLE OF PEER-TO-PEER LEARNING 5
improving their skills with the assistance of fellow students. Effective learning ability makes
students autonomous learn which means they did not require assistance from teachers to learn
new topics. Therefore, Peer-to-peer learning approach assists in promoting student
independence by making them autonomous learners.
2.4 Peer-to-peer learning increase Self-confidence in Students
Peer-to-peer learning approach promotes independence in students by making them
more self-confident. Most students lack confidence because they are dependent upon their
teachers and they did not understand their learning potential (Holz, Steiner, Dahl, Biersack &
Freiling, 2008). In Peer-to-peer learning approach, students evaluate their and others learning
abilities which provides them information about their weaknesses and strengths. The students
who know their strengths did not require teacher’s assistance to learn new topics. They are
confident enough to learn new topics on their own without the assistance and support of their
teachers (Liu & Hwang, 2010). The self-confidence students have better synergy in Peer-to-
peer learning approach since they are aware of their strengths and weaknesses which make
them less likely to give unnecessary criticism. Synergy is also the key goal of Peer-to-peer
learning approaches which improves the effectiveness of learning and teaching approach.
Therefore, the synergy between students increases self-confidence among them which makes
them independent.

ROLE OF PEER-TO-PEER LEARNING 6
3. Conclusion
From the above observations, it can be concluded that the number of dependable
students is continuously increasing because they can easily get assistance from their teachers
regarding the issue. Peer-to-peer learning approach assists in reducing dependability of
students on teachers which makes them more independent. In Peer-to-peer learning, students
learn new topics without the assistance of their teachers which increases their engagement in
the learning process because they have to perform various activities such as organising,
assessing, and collecting of data. The students evaluate their strengths and weaknesses which
makes them more confidence about their learning skills which increase their learner
autonomy and promote independence. Peer-to-peer learning approach makes students self-
educated which reduce their dependency on teachers. Therefore, Peer-to-peer learning
approach assists in increasing student independence.
4. Recommendations
Students face various issues during Peer-to-peer learning approach such as lack of
experience and unnecessary criticism. Following recommendations can assist in improving
the effectiveness of Peer-to-peer learning approach which promotes student independence.
4.1 Promoting Peer-to-peer learning Programs
Many studies have proved that the number of dependable students in growing
continuously which reduces the number of innovative and creative students. Universities and
educational professional should promote Peer-to-peer learning programs such as PASS to
address this issue. Peer Assisted Study Session (PASS) program is one of the models for
Peer-to-peer learning approach that is gaining popularity between universities (Perez-Garcia,
2009). They should promote these programs to increase Peer-to-peer learning approach
between students which result in making them independent.
4.2 Careful Selection of Peers
During Peer-to-peer learning approach, students have to give criticism to one
another which might result in increasing conflicts between them. Students might give
unnecessary feedback to each other which increases dispute between them and decrease the
quality of their learning. Therefore, students should behave appropriately with one another
during Peer-to-peer learning approach and select their friends as peers to avoid disputes.

ROLE OF PEER-TO-PEER LEARNING 7
4.3 Lack of Experience
During Peer-to-peer learning, Students might find it difficult to learn and understand
difficult topics due to lack of experience and qualification than compared to a teacher.
Therefore, they should take advice from teachers and other senior students which will result
in increasing the effectiveness of Peer-to-peer learning approach and help them resolve their
quarries more easily.
4.4 Handling the Criticism
In Peer-to-peer learning approach, students have to self-evaluate their weaknesses
which might discourage them and result in reducing their learning abilities. Universities and
schools should implement programs for Peer-to-peer learning approach for students which
assist them in effectively handling the criticism that result in improving their learning skills
(Larrimore, Jiang, Larrimore, Markowitz & Gorski, 2011).

ROLE OF PEER-TO-PEER LEARNING 8
5. References
Devenish, R., Dyer, S., Jefferson, T., Lord, L., van Leeuwen, S., & Fazakerley, V. (2009).
Peer to peer support: The disappearing work in the doctoral student
experience. Higher Education Research & Development, 28(1), 59-70.
Farooq, M. S., Chaudhry, A. H., Shafiq, M., & Berhanu, G. (2011). Factors affecting
students’ quality of academic performance: a case of secondary school level. Journal
of quality and technology management, 7(2), 1-14.
Guldberg, K. (2008). Adult learners and professional development: peer‐to‐peer learning in a
networked community. International Journal of Lifelong Education, 27(1), 35-49.
Holz, T., Steiner, M., Dahl, F., Biersack, E., & Freiling, F. C. (2008). Measurements and
Mitigation of Peer-to-Peer-based Botnets: A Case Study on Storm Worm. LEET, 8(1),
1-9.
Larrimore, L., Jiang, L., Larrimore, J., Markowitz, D., & Gorski, S. (2011). Peer to peer
lending: The relationship between language features, trustworthiness, and persuasion
success. Journal of Applied Communication Research, 39(1), 19-37.
Laru, J., Järvelä, S., & Clariana, R. B. (2012). Supporting collaborative inquiry during a
biology field trip with mobile peer-to-peer tools for learning: a case study with K-12
learners. Interactive Learning Environments, 20(2), 103-117.
Liu, G. Z., & Hwang, G. J. (2010). A key step to understanding paradigm shifts in e‐learning:
towards context‐aware ubiquitous learning. British Journal of Educational
Technology, 41(2).
Pérez‐García, M. (2009). MUVEnation: A European peer‐to‐peer learning programme for
teacher training in the use of MUVEs in education. British Journal of Educational
Technology, 40(3), 561-567.
Schmidt, J. P., Geith, C., Håklev, S., & Thierstein, J. (2009). Peer-to-peer recognition of
learning in open education. The International Review of Research in Open and
Distributed Learning, 10(5).
Smith, R. (2008). Learner autonomy. ELT journal, 62(4), 395-397.

ROLE OF PEER-TO-PEER LEARNING 9
Stracke, E. (2010). Undertaking the journey together: Peer learning for a successful and
enjoyable PhD experience. Journal of University Teaching & Learning Practice, 7(1),
8.
Yang, S. J., & Chen, I. Y. (2008). A social network-based system for supporting interactive
collaboration in knowledge sharing over peer-to-peer network. International Journal
of Human-Computer Studies, 66(1), 36-50.