Student Independence: Peer-to-Peer Learning Methods Exploration

This assignment delves into the realm of peer-to-peer learning, examining four distinct methods designed to enhance student independence and autonomy. The essay begins by exploring the traditional proctor model, where senior students tutor juniors, and then discusses cooperative learning, which emphasizes mutual learning within groups. The third method focuses on peer monitoring, where experienced learners oversee curriculum understanding. Finally, the assignment contrasts these methods with spontaneous tutoring, highlighting its limitations. The essay concludes by emphasizing the importance of selecting peer-assisted learning techniques based on learner characteristics and the educational environment, recognizing that effective learning strategies must be tailored to individual needs to achieve optimal outcomes.

Running head: STUDENT INDEPENDENCE AND PEER TO PEER LEARNING
Student independence and peer to peer learning
Name of the student:
Name of the university:
Author note:

1STUDENT INDEPENDENCE AND PEER TO PEER LEARNING
Executive summary:
Human cognitive development has a different pace for different individuals; hence the
learning curve will differ among individuals as well. While some might find learning easy and
quick, some struggle to learn and retain knowledge. Therefore, there have been numerous
learning methods identified and implemented with the aim of easing the learning process a little
more strenuous than the others. Peer to peer learning methods are one such learning assistance
technique which has proved to be extremely beneficial in facilitating better learning. However
there are various peer to peer learning methods and modes identified in the past, and not every
method is equally applicable in different scenarios. This assignment will explore four different
methods of peer to peer learning in detail which can be best applied to accomplish maximal
student autonomy.

2STUDENT INDEPENDENCE AND PEER TO PEER LEARNING
Table of Contents
Introduction: 2
Method 1: 2
Method 2: 3
Method 3: 4
Method 4: 5
Conclusion: 6
References: 7

3STUDENT INDEPENDENCE AND PEER TO PEER LEARNING
Introduction:
Learning is the art of acquiring knowledge either by study, experience or teaching, the
process of learning however is continuous, which is influenced by several parameters, both
external and internal. However the learning process is never same for all. Different people have
different learning capacities, while few may find learning process easier on their own, few might
be in need of some additional effort. One of the most abundantly utilized mediator techniques in
learning process is peer assisted learning, a recent contemporary addition to the world of learning
and teaching (Sams & Bergmann, 2013).
Elaborating more, a peer can be identified as the individual, who holds the similar academic
rank, and peer assisted learning or PAL is the concept of involving the assistance and
cooperation of the peers in the learning process of an individual. Now it has to be mentioned in
this context that peer assisted learning cannot be categorized as a singular undifferentiated
learning strategy. On the contrary, the concept of peer to peer learning encompasses a broad
range of tools and methods, making it a more or less multidimensional learning strategy.
According to the research study conducted in university of Ulster, there are 10 different modes of
peer to peer learning (Riese, Samara & Lillejord, 2012). This assignment will attempt to explore
four different methods of peer to peer learning and how they can be integrated to ensure
maximum student independence and autonomy.
Method 1:
The first method that will be discussed here is the traditional proctor model of peer assisted
learning. Despite being a traditional model of learning this style takes into consideration diverse
contemporary teaching method and styles. According to Li & Lam, 2013, this mode of peer to

4STUDENT INDEPENDENCE AND PEER TO PEER LEARNING
peer learning is characterized by the incorporation of an educational setting where the senior
students are entasked with the responsibility of tutoring or teaching the junior students utilizing
much more application based and innovative learning techniques than what the usual classroom
learning design employs. The authors have indicated that teaching or tutoring is a domain where
experience and knowledge, both play a significant role, a single misconception or flawed
understanding in the tutor may be passed on to the students that he or she is tutoring hence, and
the gap in knowledge is passed on rather than being addressed and eradicated. Hence it can be
said that in this model the responsibility of tutoring is given to a senior student who is ought to
have a better understanding and conceptual clarity regarding the subject rather than the new
learners, and hence this model can be considered much more suited and beneficial for the best of
interest of the new learners. Another school of thought regarding the employment of traditional
proctor model in per to peer learning setting acknowledges a different ideology within the same
model (Kearney, 2013). According to this new ideology, the students from similar learning
capacity or similar modules cooperate in a partnership in the learning cells assigned by the senior
tutor, and the partners of the same team help each other equally in the learning process. Now it
has been argued that team learning environment grouping learners with similar capacity makes
the learning process much easier for both of them and along with that introduces the additional
element of mutual support, which in turn facilitates the learning process further although one
drawback if this integration can be the slow paced learning process and lack of constructive
competitiveness. This method can be best utilized to group two individual in the similar learnng
curve with a senior tutor.

5STUDENT INDEPENDENCE AND PEER TO PEER LEARNING
Method 2:
The second method of introducing peer assisted learning illustrates the last discussed
integration method with more impact on eliminating the concept of senior tutoring. This method
of peer to peer learning is also known as cooperative learning, the main principle behind this
integrative ideology is to establish and facilitate positive interdependence and autonomy in the
students utilizing cooperation and mutual learning experiences. In this approach earners are
grouped on the basis of shared learning outcomes, and the process guides the involved
individuals in a mutually beneficial interactive process guiding the entire learning process. The
main difference between the proctor method and cooperative learning method is the fact that in
thus method no senior tutor is assigned to a group, and the group of 6 to 7 learners with similar
learning outcomes are guided by the teachers themselves (Jimenez et al., 2012). According to
Kearney, 2013, this mode of peer assisted learning brings about the best invested efforts for the
sake of student autonomy, where the students participate equally with simultaneous interaction,
synergy, and values to facilitate mutually beneficial learning process, fortifying the strength of
each other and camouflaging the flaws, enabling the learners within a peer group to depend on
their own abilities and understanding to bridge the gaps left behind in their learning process
without having to depend on the assistance of the tutor, in turn employing best student
independence. However a second school of thought regarding this context is the competence
threat that can be a potential challenge when integrating cooperative learning method, however
according to a few authors the best method to implement this method so that competence threat
is eliminated and best outcome is achieved can be by incorporating the jigsaw method of
informational independence while forming the groups (Jimenez et al., 2012).

6STUDENT INDEPENDENCE AND PEER TO PEER LEARNING
Method 3:
The third method of peer to peer learning is another derivation from the proctor model,
however this method emphasizes on the idea of peer monitoring rather than group studying
activity. The method of peer monitoring is another very popular peer assisted learning method,
which is characterized by the specific role taking as monitor by an experienced learner belong to
the same curriculum. In this method of learning the peer monitor is chosen on the basis of
understanding, performance and conceptual clarity among a group of learners belonging to a
same or similar modules (Burke & Sass, 2013). Unlike the proctor model, there are no internal
groups or teams formed in this scenario, and with the lack of sub-grouping, each and every
individual gets the equal opportunity to learn. In case of peer tutoring or mentoring the most of
focus is bestowed on the curriculum development module contents helping and monitoring the
students to understand their curriculum and learn the contents rather than memorizing it.
according to Boud, 2012, the best method to implement this technique will depend on
deciphering and optimally utilizing the speciality level of the tutoring while assigning him or her
a team of learners, where some tutoring modes scaffold interactive learning with structured
material to facilitate better understanding, and many of the authors believe this specialized mode
of peer tutoring is potentially more beneficial for bringing forth the concepts of student
autonomy than the generic peer tutoring.
Method 4:
The last method of peer to peer learning is the one that has attracted the most of the
controversial arguments and has the minimal documented proof of the positive results. It has to
be understood in this context that the responsibility of the peer mentor or tutor is to guide, assist
and motivate the learners to attempt for learning activities and efforts that they have otherwise

7STUDENT INDEPENDENCE AND PEER TO PEER LEARNING
not opted for on their own. Hence, it is of great importance for the peer tutor to be experienced
with exceptional leadership skills and cooperative and motivating understanding. This method of
peer to peer learning represents the concept of spontaneous tutoring where untrained individuals
with lacking experience and knowledge providing random training and tutoring sessions to the
learners. According to the authors, this method is unwarranted and more or less unproductive as
it does not abide by the standard norms of peer tutoring. In most cases, spontaneous tutoring
behaviour can inevitably lead to incomplete learning process with frequent gaps that are left
uncorrected (Boud, 2012). Hence it neither facilitates the concept of shared learning nor
educational autonomy in the students or learners, nor can be considered counter-productive to the
establishment of educational autonomy in the students, which is the primary outcome of the peer
to peer learning programs. However, one beneficial result of this learning method can be the fact
that this spontaneous training does not require meticulous preplanning and setting organization,
and the learners can get their doubts cleared much sooner than any other peer assisted learning
method. However, as opined by the authors, the best method to utilize this method is to take
acute attention to ensure that spontaneous training is only employed to clear small doubts or
confusions and is not trusted as a mainstream peer learning technique among the learners (Boud,
2013).
Conclusion:
On a concluding note, it can be said that there are a number of different tutoring techniques
within the concept of peer to peer learning style, and each technique has its own sets of benefits
and pitfalls. However the correct integration technique that will be able to yield the best results
will entirely depend on the individual characteristics of the learner population and the learning
environment setting. It has to be understood that, the process of acquiring knowledge is different

8STUDENT INDEPENDENCE AND PEER TO PEER LEARNING
for each and every individual; hence there cannot a single standardized protocol that will be able
to achieve every learning goal in different learner setting. Rather, if the peer assisted learning
technique is chosen on the basis of the learning capacity of the learners and the environment, it
will be able to extract the optimal results out of peer to peer learning philosophy.

9STUDENT INDEPENDENCE AND PEER TO PEER LEARNING
References:
Boud, D. (2013). Enhancing learning through self-assessment. Routledge.
Boud, D. (Ed.). (2012). Developing student autonomy in learning. Routledge.
Burke, M. A., & Sass, T. R. (2013). Classroom peer effects and student achievement. Journal of
Labor Economics, 31(1), 51-82.
Jimenez, B. A., Browder, D. M., Spooner, F., & Dibiase, W. (2012). Inclusive inquiry science
using peer-mediated embedded instruction for students with moderate intellectual
disability. Exceptional Children, 78(3), 301-317.
Kearney, S. (2013). Improving engagement: the use of ‘Authentic self-and peer-assessment for
learning’to enhance the student learning experience. Assessment & Evaluation in Higher
Education, 38(7), 875-891.
Li, M. P., & Lam, B. H. (2013). Cooperative learning. The Active Classroom, The Hong Kong
Institude of Education.
Riese, H., Samara, A., & Lillejord, S. (2012). Peer relations in peer learning. International
Journal of Qualitative Studies in Education, 25(5), 601-624.
Sams, A., & Bergmann, J. (2013). Flip your students' learning. Educational leadership, 70(6),
16-20.