A Peer Learning Framework for Enhancing Students' Learning Experiences in Online Environments

Sakulwichitsintu, Songlak; Colbeck, Douglas; Ellis, Leonie; Turner, Paul

doi:10.1109/icalt.2018.00123

Cited by 14 publications

(6 citation statements)

References 4 publications

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“…Face-to-face learning brings together educators and students in one room for learning where there is an asynchronous (direct) communication model, and there is an active interaction between fellow students or students and educators, as well as with other students. Face-to-face learning has the characteristics of a planned and place-oriented and social interaction [13].…”

Section: Blended Learningmentioning

confidence: 99%

The Effectiveness and Efficiency of Google Classroom as an Alternative Online Learning Media to Overcome Physical Distancing in Lectures Due to the Covid-19 pandemic: Student Perspectives

Rohman

Baskoro

EndahCahyaNingrum

2020

2020 Third International Conference on Vocational Education and Electrical Engineering (ICVEE)

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In mid-March 2020, WHO declared Covid-19 a global pandemic that all countries must pay attention to prevent wider transmission. Therefore, the Indonesian government appealed to the public to exercise physical distance and appeal to work from home to prevent the spread of the virus. Google provides facilities that can be used as online learning with a virtual classroom concept that can be used for distance learning between lecturers and students. In this research, we will discuss the level of effectiveness and efficiency of an online learning application called Google Classroom. The data used to analyze the effectiveness and efficiency of online learning with Google Classroom came from a student perspective questionnaire using the Likert scale method for positive questions and specific questions for theoretical subjects with 120 respondents from the UNESA electrical engineering department. We also propose blended learning signs when this pandemic has ended. The results obtained are according to the cumulative calculations that have been described in the graphical modeling, namely the highest percentage of 88% of students stated their agreement with the efficiency of online learning on time availability. Meanwhile, the level of effectiveness of online learning on the ease of the GC user interface with a majority percentage of 85% agreed. But if online learning refers to learning targets, the percentage obtained from a student's perspective is 37%, which is still low. If the pandemic has ended, we also get data results on blended learning planning on the use of GC, the majority of 60% of students agree.

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Section: Blended Learningmentioning

confidence: 99%

The Effectiveness and Efficiency of Google Classroom as an Alternative Online Learning Media to Overcome Physical Distancing in Lectures Due to the Covid-19 pandemic: Student Perspectives

Rohman

Baskoro

EndahCahyaNingrum

2020

2020 Third International Conference on Vocational Education and Electrical Engineering (ICVEE)

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“…However, there has been no formal evaluation of these different modes of delivery. Also, while the data for this study was collected before the Writing Mentor Program moved to online delivery, WMs ability to interact with other students online has now become an important addition to their role (Ferguson 2010;Mintu-Wimsatt et al, 2010;Sakulwichitintu et al, 2018;Watts et al, 2015).…”

Section: The Role Of Writing Mentorsmentioning

confidence: 99%

Best Practice in Peer Mentoring Programs: Reflecting on the Role of Student Writing Mentors

Thies

2023

ATLAANZ

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Many Australian universities have introduced formal peer mentoring programs, with one more common model focusing on undergraduate students’ learning development, specifically their academic writing. Deakin University’s Writing Mentor Program provides one-to-one ‘drop in’ sessions where Writing Mentors (WMs) work with a peer, and it is coordinated by Tertiary Learning Advisers (TLAs). The Program’s overall aims include helping students interpret academic expectations, and better understand how they can succeed with their studies. However, this Writing Mentor Program also aims to facilitate WMs’ learning from their peers, through reflections on their interactions with students. This study aimed to inform the professional development program for WMs by identifying the perception of the role of WMs held by both WMs and TLAs at the commencement of the program, and also the perceived differences between the roles of WMs and TLAs. Findings from the study highlighted the need to include reflective practice as a topic in on-going training sessions. The study also suggested the need for a more structured approach to developing a ‘shared understanding’ of the roles of WMs.

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“…Crouch and Mazur [8] gave some evidence that peer-to-peer instruction enhances students' conceptual understanding of science and Crouch et al [9] state that it increases course satisfaction and comprehension. Sakulwichitsintu et al [10] even provide a framework for peer learning to enhance the online experiences of students.…”

Section: Literature Reviewmentioning

confidence: 99%

Perspective Chapter: iPEAR-MOOC

Wunder,

Maloszek

2023

Massive Open Online Courses - Current Practice and Future Trends

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Augmented Reality (AR) has been developing rapidly in the past years, and the acceptance of this technology is growing amongst the users of smartphones and tablets. Educational applications and resources that use AR technology are also growing in both number and quality. However, most educators lack sufficient digital skills and are unaware of the pedagogical approaches necessary to use the available digital tools to advance their teaching practices and their professional development. An international team of researchers from the Friedrich-Alexander-Universität Erlangen-Nürnberg (Germany), NTNU (Norway), AETMALab (Greece), Akto (Greece) and Eucen (Spain) started an EU-funded project to explore the possibilities of engaging higher education students by combining AR And peer learning. As part of the project, a MOOC started in October 2022 (https://imoox.at/course/ipear) to share the iPEAR approach created by the project group. In this 4-week course, students learn about AR tools, pear learning, and how to implement the combination of both into their seminars. Participants work in peer groups to create a first augmentation and provide a pedagogical background for their projects. The chapter will describe the experiences with and results from the MOOC.

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A Peer Learning Framework for Enhancing Students' Learning Experiences in Online Environments

Cited by 14 publications

References 4 publications

The Effectiveness and Efficiency of Google Classroom as an Alternative Online Learning Media to Overcome Physical Distancing in Lectures Due to the Covid-19 pandemic: Student Perspectives

The Effectiveness and Efficiency of Google Classroom as an Alternative Online Learning Media to Overcome Physical Distancing in Lectures Due to the Covid-19 pandemic: Student Perspectives

Best Practice in Peer Mentoring Programs: Reflecting on the Role of Student Writing Mentors

Perspective Chapter: iPEAR-MOOC

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