The Power of Peer Learning

This open access book explores new developments in various aspects of peer learning processes and outcomes. It brings together research studies examining how peer feedback, peer assessment, and small group learning activities can be designed to maximize learning outcomes in higher, but also secondary, education.

Conceptual models and methodological frameworks are presented to guide teachers and educational designers for successful implementation of peer learning activities with the hope of maximizing the effectiveness of peer learning in real educational classrooms. There is a strong emphasis on how technology-enhanced tools can advance peer learning, both with respect to designing and implementing learning activities, as well as analyzing learning processes and outcomes. By providing empirical studies from different peer learning initiatives, both teachers and students in academic and professional contexts are informed about the state of the art developmentsof peer learning.

This book contributes to the understanding of peer learning challenges and solutions in all level of education and provide avenues for future research. It includes theoretical, methodological, and empirical chapters which makes it a useful tool for both teaching and research.

Discusses cutting-edge pedagogical and technological developments to foster peer learning processes and outcomes Presents empirical findings on the relations between peer learning processes and outcomes Presents conceptual frameworks, pedagogical designs, and technology-enhanced tools for fostering peer learning Introduces new perspectives on peer learning, peer feedback, peer assessment, and peer interaction

Auteur

Omid Noroozi (PhD, 2013) is associate professor at the Education and Learning Sciences group at Wageningen University and Research, the Netherlands. He has fostered an interest in understanding the relations among technology, pedagogy, and learning higher-order skills (e.g. critical thinking, reasoning, problem-solving, communication, collaboration, self-regulation, entrepreneurial thinking) with a specific focus on students' argumentation competence development in higher education. Omid has served as an editorial board member of various international peer-reviewed journals and also edited several special issues for JCR-indexed Journals as guest editor. Omid is now serving as an executive board member of the International Society for Technology, Education, and Science (ICTES), Editor-in-Chief for International Journal of Technology in Education (IJTE), and President and Scientific Chair of International Conference on Studies in Education and Social Science (ICSES). He has been a visiting scholar at University of Michigan, USA, University of Oulu, Finland, and Tarbiat Modares University, Iran.

Bram De Wever (PhD, 2006) is associate professor at the Department of Educational Studies at Ghent University, Belgium and head of the research group TECOLAB at that department. His research is focusing on technology enhanced learning and instruction, peer assessment and feedback, computer-supported collaborative learning activities, inquiry learning and argumentative writing. Research settings include mostly secondary, higher, and adult education. Bram is currently associate editor of Journal of the Learning Sciences and the supervisor of the Flemish Research team of PIAAC (Programme for the International Assessment of Adult Competencies; OECD). He is serving on the board of Learning & Instruction, Computers & Education, and the international journal of Computer-Supported Collaborative Learning. He is active in the European Association for Research on Learning and Instruction (EARLI) and the International Society of the Learning Sciences (ISLS), where he respectively has been a SIG coordinator and program chair.

Texte du rabat

This open access book explores new developments in various aspects of peer learning processes and outcomes. It brings together research studies examining how peer feedback, peer assessment, and small group learning activities can be designed to maximize learning outcomes in higher, but also secondary, education. Conceptual models and methodological frameworks are presented to guide teachers and educational designers for successful implementation of peer learning activities with the hope of maximizing the effectiveness of peer learning in real educational classrooms.There is a strong emphasis on how technology-enhanced tools can advance peer learning, both with respect to designing and implementing learning activities, as well as analyzing learning processes and outcomes. By providing empirical studies from different peer learning initiatives, both teachers and students in academic and professional contexts are informed about the state of the art developmentsof peer learning. This book contributes to the understanding of peer learning challenges and solutions in all level of education and provide avenues for future research. It includes theoretical, methodological, and empirical chapters which makes it a useful tool for both teaching and research.

Contenu
Conceptual Contributions on Peer Learning.- Methodological Contributions on Peer Learning.- Technological Contributions on Peer Learning.- Empirical Contributions on Peer Learning.