Facilitating peer-led group research through virtual collaboration spaces: an exploratory research study
Abstract
Peer-led group learning is a variation of collaborative learning and is based on ‘small groups of students meeting regularly with a peer – one who has additional expertise in the subject matter – to work on problems collaboratively’ (Pazos, Micari, and Light 2010). In this study, we explored how a Slack team environment could be used in a blended course design to support students working remotely on individual research projects, helping them in collaborative trouble-shooting and problem-solving activities with their ‘near peer’. We drew on lessons learned from an initial trial (2017–2018 cohort) to inform a revised peer-led research design (2018–2019 cohort).
Our findings demonstrate the potential of collaborative platforms such as Slack to support near-peer learning, providing distinct channels for questioning, ideas sharing and agile problem-solving support in response to individual queries. The peer-led support contributed to high levels of engagement with the project work and deeper learning, helping less confident students to learn from group members and achieve positive outcomes in their own project work. We discuss the necessary conditions for effective peer-led learning to take place within a virtual space – identifying the clear communication of instructional roles, socialisation of students and responsiveness of near peers as factors influencing the adoption of the targeted learning methods – which we addressed in our revised peer-led design.
Downloads
References
Chen, J., et al. (2018) ‘The role of collaboration, computer use, learning environments, and supporting strategies in CSCL: a meta-analysis’, Review of Educational Research, vol. 88, no. 6, pp. 799–843. doi: 10.3102/0034654318791584
Dillenbourg, P., Järvelä, S. and Fischer, F. (2009) ‘The evolution of research on computer-supported collaborative learning’, in Technology-Enhanced Learning, eds N. Balacheff, et al., Springer, Dordrecht, pp. 3–19. doi: 10.1007/978-1-4020-9827-7_1
Evans, D. J. & Cuffe, T. (2009) ‘Near-peer teaching in anatomy: an approach for deeper learning’, Anatomical Sciences Education, vol. 2, pp. 227–233. doi: 10.1002/ase.110
Fahnert, B. (2015) ‘On your marks, get set, go! – lessons from the UK in enhancing employability of graduates and postgraduates’, FEMS Microbiology Letters, vol. 362, no. 19, pp. 1–6. doi: 10.1093/femsle/fnv150
Fischer, F. & Mandl, H. (2005) ‘Knowledge convergence in computer-supported collaborative learning: the role of external representation tools’, Journal of the Learning Sciences, vol. 14, pp. 405–441. doi: 10.1207/s15327809jls1403_3
Fox, S. & Mackeogh, K. (2003) ‘Can e-learning promote higher-order learning without tutor overload?’, Open Learning, vol. 18, no. 2, pp. 121–134. doi: 10.1080/02680510307410
Gan, B., Menkhoff, T. & Smith, R. (2015) ‘Enhancing students’ learning process through interactive digital media: new opportunities for collaborative learning’, Computers in Human Behavior, vol. 51, no. part B, pp. 652–663. doi: 10.1016/j.chb.2014.12.048
Guden, J. & Bellen, J. (2020) ‘A scoping review of the peer-led team learning to learner-participants and peer leaders in STEM courses’, International Journal of Research Studies in Education, vol. 9, no. 5, pp. 1–13. doi: 10.5861/ijrse.2020.5008
Jeong, L., et al. (2020) ‘Virtual peer teaching during the COVID-19 pandemic’, Medical Science Educator, vol. 30, pp.1361–1362. doi: 10.1007/s40670-020-01065-1
Lategan, J. (2016) ‘Enhancing employability through group work’, Microbiology Australia, vol. 37, pp. 88–89. doi: 10.1071/MA16029
Lipponen, L. (2002) ‘Exploring foundations for computer-supported collaborative learning’, Proceedings of the Computer-supported Collaborative Learning Conference, Jan 7–11, Boulder, CO, pp. 72–81, [online] Available at: https://repository.isls.org/bitstream/1/3924/1/72-81.pdf
Marginson, S. (2020) ‘Global HE as we know it has forever changed’, Times Higher Education, March 26, [online] Available at: https://www.timeshighereducation.com/blog/global-he-we-know-it-has-forever-changed
Murphy, K., et al. (2005) ‘A constructivist model of mentoring, coaching, and facilitating online discussions’, Distance Education, vol. 26, no. 3, pp. 341–366. doi: 10.1080/01587910500291454
Pazos, P., Micari, M. & Light, G. (2010) ‘Developing an instrument to characterise peer-led groups in collaborative learning environments: assessing problem-solving approach and group interaction’, Assessment & Evaluation in Higher Education, vol. 35, no. 2, pp. 191–208. doi: 10.1080/02602930802691572
Quitadamo, I., Brahler, J. & Crouch, G. (2009) ‘Peer-led team learning: a prospective method for increasing critical thinking in undergraduate science courses’, Physical Therapy Faculty Publications, vol. 45 [online]. Available at: https://ecommons.udayton.edu/dpt_fac_pub/45
Rapanta, C., et al. (2020) ‘Online university teaching during and after the covid-19 crisis: refocusing teacher presence and learning activity’, Postdigital Science and Education, vol. 2, pp. 923–945. doi: 10.1007/s42438-020-00155-y
Rodriguez, M. (2014) ‘Content analysis as a method to assess online discussions for learning’, SAGE Open, vol. 4. no. 4, pp. 1–13. doi: 10.1177/2158244014559019
Smith, J., et al. (2014) ‘Replicating peer-led team learning in cyberspace: research, opportunities, and challenges’, Journal of Research in Science Teaching, vol. 51, pp. 714–740. doi: 10.1002/tea.21163
Stover, L. A., et al. (2000) ‘The teaching teams program: empowering undergraduates in a student-centered research university’, in Student-Assisted Teaching: A Guide to Faculty–Student Teamwork, eds J. Miller, J. Groccia, & M. Miller, Anker, Bolton, MA, pp. 40–43.
Tenenbaum, L., et al. (2014) ‘An innovative near-peer mentoring model for undergraduate and secondary students: STEM focus’, Innovative Higher Education, vol. 39, pp. 1–11. doi: 10.1007/s10755-014-9286-3
Tien, T., Roth, V. & Kampmeier, J. (2002) ‘Implementation of a peer-led team learning instructional approach in an undergraduate organic chemistry course’, Journal of Research in Science Teaching, vol. 39. no. 7, pp. 606–632. doi: 10.1002/tea.10038
Voce, J., et al. (2021) UCISA Technology-Enhanced Learning Survey 2020, [online] Available at: https://www.ucisa.ac.uk/TEL2020
Walker, R. & Arnold, I. (2004) ‘Introducing Group-Based asynchronous learning to business education. Reflections on effective course design and delivery’, Educational Media International, vol. 41, no. 3, pp. 253–265. doi:10.1080/09523980410001680860
Walker, R. & Baets, W. (2009) ‘Instructional design for class-based and computer-mediated learning: Creating the right blend for student-centered learning’, in Applied e-learning and e-teaching in higher education, eds R. Donnelly & F. McSweeney, Hershey: Information Science Reference, pp. 241–261. doi: 10.4018/978-1-59904-814-7
Webster, J. & Hackley, P. (1997) ‘Teaching effectiveness in technology-mediated distance learning’, Academy of Management Review, vol. 40, no. 6, pp. 1282–1309. doi: 10.2307/257034
Wilson, S. B. & Varma-Nelson, P. (2016) ‘Small groups, significant impact: a review of peer-led team learning research with implications for STEM education researchers and faculty’, Journal of Chemical Education, vol. 93, no. 10, pp. 1686–1702. doi: 10.1021/acs.jchemed.5b00862
Yang, Y.-T. (2015) ‘Virtual CEOs: a blended approach to digital gaming for enhancing higher order thinking and academic achievement among vocational high school students’, Computers & Education, vol. 81, pp. 281–295. doi: 10.1016/j.compedu.2014.10.004
Zaniewski, A. M. & Reinholz, D. (2016) ‘Increasing STEM success: a near-peer mentoring program in the physical sciences’, International Journal of STEM Education, vol. 3, no. 14, pp. 1–12. doi: 10.1186/s40594-016-0043-2

This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.