Peer Instruction and Learning Effectiveness

This assignment delves into the topic of peer instruction as a pedagogical strategy to enhance learning outcomes. It examines research studies and theoretical frameworks surrounding peer instruction, analyzing its impact on academic performance across diverse subject areas and educational settings. The discussion encompasses various types of peer instruction techniques, their implementation challenges, and potential benefits for both students and instructors.

Running head: INDEPENDENT STUDENTS 0
English for Academic Success

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Executive Summary
The aim of this report is to understand the role of Peer-to-peer learning in promoting
student independence. The report includes secondary research on the topic by analysing
different literatures and books. The report provided that Peer-to-peer learning approach assist
students in becoming more confident, engaged and autonomous learners which increases their
confidence. It is recommended that students should engage in teaching activities, choose right
peers and take advantages of programs such as PASS to improve the effectiveness of Peer-to-
peer learning approach which assist them in becoming independent.

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Table of Contents
1. Introduction........................................................................................................................3
2. Finding and Discussion......................................................................................................4
2.1 How Peer-to-peer learning Promotes Student Independence?.........................................4
2.1.1 Autonomous learning makes Student Independent...................................................4
2.1.2 Lack of Dependability on Teachers..........................................................................4
2.1.3 Self-confident Students.............................................................................................5
2.1.4 Increased Student Engagement.................................................................................5
3. Conclusion..........................................................................................................................7
4. Recommendations..............................................................................................................8
4.1 Strategies for best utilising experience of Peers..............................................................8
4.1.1 Help from Experienced Peers....................................................................................8
4.1.2 Implementation of Peer-to-peer learning Program...................................................8
4.1.3 Selecting Right Peers................................................................................................8
4.1.4 Engagement in Teaching...........................................................................................8
5. References..........................................................................................................................9

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1. Introduction
Peer-to-peer learning is an educational strategy which covers a broad range of practices.
In this approach, students learn new topics from other students rather than from teachers. In
Peer-to-peer learning strategy, students teach fellow peers and learn from them as well. The
role of Peer-to-peer learning is continuously growing in the higher education system. In Peer-
to-peer learning approach, students face various problems such as lack of experience and
knowledge, collusion between peers, academic misconduct, and many others (Lang, Craig &
Casey, 2017). Along with several issues, Peer-to-peer learning approach includes various
opportunities as well. The opportunities in Peer-to-peer learning include more self-confident
students, less dependability on teachers, increased the ability to learn and many others
(Williams & Reddy, 2016). This report will examine the problem of low confidence which is
faced by most students which increases their dependence on teachers. In this report, various
problems and opportunities regarding Peer-to-peer learning approach will be discussed, and
recommendations will be given to students based on the issues. Secondary research will be
conducted in the report through peer-reviewed journals and books to analyse the role and
importance of Peer-to-peer learning. The purpose of this report is to analyse how Peer-to-peer
learning promotes independence among students by evaluating its opportunities and
problems.

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2. Finding and Discussion
2.1 How Peer-to-peer learning Promotes Student Independence?
2.1.1 Autonomous learning makes Student Independent
Peer-to-peer learning approach requires students to learn the course material and teach
them to others which assist them in understanding the skills of learning which makes them
independent. Independent learners are also called autonomous learners because they have the
skills to learn new topics without the assistance of an experienced teacher. The ability to learn
also assists students in the lifelong learning process and helps them become self-educated
(Basnak, Ortynski, Chow & Nzekwu, 2017). In Peer-to-peer learning strategy, students are
requiring evaluating others and their own work which assists them in understanding their
strengths and weaknesses. Self-evaluation makes them aware of the issue faced by them
during the learning process, and they can use this information to improve their ability to
learn. Through, students face the risk of collusion while evaluation others’ work but it also
assists them analysing their learning abilities (Polishetty, Littlefair & Patil, 2016). Students
can understand what their weaknesses are and how their peers are tackling such issues which
assist them in improving their ability to learn and become autonomous learners. Therefore,
self-evaluation in Peer-to-peer learning strategy increases students’ ability to learn by
addressing their weaknesses which makes them more independent.
2.1.2 Lack of Dependability on Teachers
Peer-to-peer learning approach requires students to understand and teach the topic to
their fellow students which reduces their dependence on teachers. Highly dependent students
face various difficulties in their lives because they did not have the ability to learn. Without
the assistance of teachers, the students find it difficult to learn and understand new topics on
their own (van der Sande, Hendrickx, Boor-Klip & Mainhard, 2017). Peer-to-peer learning
approach challenges students to test their ability to learn new topic without the assistance of
teachers. The number of overly dependent students is growing continuously growing because
it is easier for students to connect with their teachers through online sources. Due to over-
dependence, many students failed to evaluate their abilities and skills. Students are becoming
highly dependent on teachers which negatively affect their learning abilities (Bulotsky-
Shearer, Bell & Dominguez, 2012). Highly dependent students lack creativity which
negatively affects their academic careers. In Peer-to-peer learning approach, the students

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depend upon their own skills which challenge them to learn new topics on their own rather
than depending upon teachers. Therefore, lack of dependability on teachers encourages
students to learn and teach new topics on their own which increases their independence.
2.1.3 Self-confident Students
In Peer-to-peer learning strategy, the students evaluate their strengths and weaknesses
which increase their self-confidence and assist them in lifelong learning process that makes
them independent. In Peer-to-peer learning approach, students learn with their fellow students
who are also facing the similar issues as them. Different students bring different strengths in
the group which establishes a dynamic environment that promotes Synergy between students
(Brooks & Koretsky, 2011). The peers learn from the experiences and strengths of other
students which creates synergy between them. Synergy is the key goal in Peer-to-peer
learning approach because it increases effectiveness of learning and it also assists in lifelong
learning of students. Synergy between students increases their ability to work in groups
which is important for lifelong learning (Anderson, Tenenbaum, Ramadorai & Yourick,
2015). Effective synergy allows students to effectively taking the criticism and analysing
their weaknesses which improves their learning skills and makes them self-confident.
Therefore, self-confident students have the ability to learn new topics on their own which
increases their lifelong learning skills and make them independent.
2.1.4 Increased Student Engagement
Peer-to-peer learning strategy promotes independence in students because it provides
them various sources for engagement in the learning process, and they are requiring
performing various teaching activities by themselves. According to Boud, Cohen and
Sampson (2014), Peer-to-peer learning strategy is not a single educational approach; instead,
there are a number of models that can be implemented by students during studies such as
workplace monitoring, community activity, peer-assessment schemes, and many others. Due
to the advancement of technology, students have different opportunities to connect with their
fellow students in Peer-to-peer learning approach. For example, there are both formal and
informal sources through which students can connect with others in Peer-to-peer learning
strategy with the help of internet such as social media sites, collaboration applications, instant
messaging and others. In traditional methods of learning, students learn in classroom from
their teachers whereas in Peer-to-peer learning they can learn in different places such as after
class, online, library, on phone and many others (Hanson, 2011). The students also learn from
the experience of other peers and they also have to teach others in Peer-to-peer learning

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approach. Students have to perform various activities while teaching fellow peers such as
organising, understanding, sourcing, and analysing the information which increases their
engagement in the overall process. Therefore, in Peer-to-peer learning strategy, the students
are more engaged in the process because they have multiple sources of interaction and they
have to teach others as well.

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3. Conclusion
This report found that most students are overly dependent on their teachers because they
lack the confidence to learn new topics on their own. Peer-to-peer learning approach assists
students in becoming more confident in learning and teaching with other peers. Students
evaluate their strengths and weaknesses in Peer-to-peer learning strategy which increases
their ability to learn which assist in their lifelong learning process. The students become more
engaged in Peer-to-peer learning process through various online and offline sources. The
Peer-to-peer learning approach reduces students’ dependability on teachers and makes them
more confidence. Therefore, it can be concluded that Peer-to-peer learning approach assists
students in becoming more independent by increasing their confidence, engagement, and
ability to learn.

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4. Recommendations
4.1 Strategies for best utilising experience of Peers
4.1.1 Help from Experienced Peers
Autonomous learners might face issues because they lack experience, therefore, in
Peer-to-peer learning strategy students should learn with senior and more experienced peers
which assist them tackling various issues.
4.1.2 Implementation of Peer-to-peer learning Program
Students can use both formal (like PASS program) and informal (like group
assignments) methods during Peer-to-peer learning approach. Peer Assisted Study Sessions
(PASS) programs are becoming popular between students and universities, and they promote
Peer-to-peer learning which assists in reducing students’ dependence on teachers (Hodgson,
Benson & Brack, 2015). Students should take advantage of these programs to increase the
effectiveness of Peer-to-peer learning approach.
4.1.3 Selecting Right Peers
Students might face the issue of collusion or misconduct due to unnecessary criticism
in Peer-to-peer learning strategy which might reduce their confidence. To address this issue,
students should carefully select their peers who provide genuine criticism which increases
their ability to learn and self-confidence.
4.1.4 Engagement in Teaching
Students should teach others during Peer-to-peer learning strategy because teaching helps
them learn and understand topics more clearly. Also, they should choose online and offline
sources that are most suitable for them (Gielen, Peeters, Dochy, Onghena & Struyven, 2010).

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5. References
Anderson, M. K., Tenenbaum, L. S., Ramadorai, S. B., & Yourick, D. L. (2015). Near-peer
Mentor Model: Synergy within Mentoring. Mentoring & Tutoring: Partnership in
Learning, 23(2), 116-132. DOI: http://dx.doi.org/10.1080/13611267.2015.1049017
Basnak, J., Ortynski, J., Chow, M., & Nzekwu, E. (2017). A digital peer-to-peer learning
platform for clinical skills development. Canadian medical education journal, 8(1),
e59. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5344069/
Boud, D., Cohen, R., & Sampson, J. (Eds.). (2014). Peer learning in higher education:
Learning from and with each other. Abingdon: Routledge.
Brooks, B. J., & Koretsky, M. D. (2011). The influence of group discussion on students’
responses and confidence during peer instruction. Journal of Chemical
Education, 88(11), 1477-1484. DOI: http://dx.doi.org/10.1021/ed101066x
Bulotsky-Shearer, R. J., Bell, E. R., & Domínguez, X. (2012). Latent profiles of problem
behavior within learning, peer, and teacher contexts: Identifying subgroups of
children at academic risk across the preschool year. Journal of school
psychology, 50(6), 775-798. DOI: http://dx.doi.org/10.1016/j.jsp.2012.08.001
Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the
effectiveness of peer feedback for learning. Learning and instruction, 20(4), 304-315.
DOI: http://dx.doi.org/10.1016/j.learninstruc.2009.08.007
Hanson, K. (2011). Blog Enabled Peer–To–Peer Learning. American Dental Hygienists
Association, 85(1), 6-12. Retrieved from http://jdh.adha.org/content/85/1/6.short

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Hodgson, Y., Benson, R., & Brack, C. (2015). Student conceptions of peer-assisted
learning. Journal of Further and Higher Education, 39(4), 579-597. DOI:
http://dx.doi.org/10.1080/0309877X.2014.938262
Lang, C., Craig, A., & Casey, G. (2017). A pedagogy for outreach activities in ICT:
Promoting peer to peer learning, creativity and experimentation. British Journal of
Educational Technology, 48(6), 1491-1501. DOI:
http://dx.doi.org/10.1111/bjet.12501
Polishetty, A., Littlefair, G., & Patil, A. (2016). Evaluating Student Perceptions in Peer to
Peer Learning and Assessment Practices in Design Based Learning
Environment. International Journal of Quality Assurance in Engineering and
Technology Education (IJQAETE), 5(4), 1-11. DOI:
http://dx.doi.org/10.4018/IJQAETE.2016100101
van der Sande, L., Hendrickx, M. M., Boor-Klip, H. J., & Mainhard, T. (2017). Learning
Disabilities and Low Social Status: The Role of Peer Academic Reputation and Peer
Reputation of Teacher Liking. Journal of learning disabilities, 0022219417708172.
DOI: http://dx.doi.org/10.1177/0022219417708172
Williams, B., & Reddy, P. (2016). Does peer-assisted learning improve academic
performance? A scoping review. Nurse education today, 42, 23-29. DOI:
http://dx.doi.org/10.1016/k.nedt.2016.03.024