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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.

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.

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.

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.

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.

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.