Potentials and limitations of peer-learning in small groups with respect to the homogenisation of heterogeneous learning collectives

Abstract

Purpose

The purpose of this paper is to test peer-learning in small groups as a didactic method with respect to its effectiveness in homogenising initially heterogeneous learning collectives.

Design/methodology/approach

The study is based on two sets of data collection (before and after the application of the tested method). The data collection tools were student self-assessment and student observation by a third person.

Findings

Peer-learning and group work foster the establishment of self-confidence and activity among students (in particular among initially less active and less qualified students). Consequently, the teaching and learning atmosphere improves. In the long run, this effect fosters a homogenisation of initially inhomogeneous levels of qualification/competence at a high level.

Research limitations/implications

There was no control group, hence the results are to be understood as tendencies rather than robust scientific findings. Nevertheless, the tendencies are clear and unambiguous.

Practical implications

Peer-learning can be used as a simple didactic method in order to prevent frustration by mental over or underload in strongly heterogeneous learning collectives.

Originality/value

This case study is the first work of its kind to assess the effectiveness of peer-learning with respect to the homogenisation of initially heterogeneous learning collectives.

Citation

Pranger, F. (2016), "Potentials and limitations of peer-learning in small groups with respect to the homogenisation of heterogeneous learning collectives", International Journal for Lesson and Learning Studies, Vol. 5 No. 1, pp. 19-35. https://doi.org/10.1108/IJLLS-09-2015-0031