On peer learning

In the context of modern higher education, which increasingly tends to include active, student-centered approaches, peer learning is becoming an increasingly important form of organizing the teaching process. It is a learning model in which students exchange knowledge, ideas, and experiences with each other, while developing a series of transversal competencies that go beyond the subject of study. Although the concept is not new, its application in digital and hybrid environments opens up a series of didactic and pedagogical possibilities that can improve both cognitive outcomes and the affective and social dimensions of learning.

It is based on socioconstructivist theory, which emphasizes the importance of social interaction for cognitive development. Emphasis is placed on the fact that learning is most successful when it takes place with the support of others, not necessarily authorities, but competent peers. In addition to encouraging the development of metacognitive skills, peer learning strengthens the sense of belonging to a community. It is important to emphasize that students do not take on the function of teachers, but construct knowledge together, with mutual responsibility and reflection.

This approach directly builds on previous lessons on collaborative and active learning. As in project-based or problem-based learning, the emphasis here is on solving challenges together, sharing responsibilities, and reflecting on one’s own contribution to the group. Peer learning can be seen as a natural extension of collaborative work because it allows students to develop mutual support within a community of practice and to independently manage the learning process.

In teaching practice, peer learning can be organized in various ways, depending on the teaching objectives, number of students, content, and context of the lesson. One of the most effective forms is working in peer workshops in which students work together in small groups to solve problems, analyze cases, discuss literature, or create presentations. Such a structure encourages horizontal communication, equal participation, and deeper reflection on the content. An even simpler but equally effective model is pair work, whether it is for short-term assignments during class or for longer-term learning partnerships. Pair learning can involve peer questioning, commenting on papers, explaining concepts, or taking notes together. In both methods, it is important that the teacher clearly defines expectations, roles and criteria for success in advance, as well as to provide mechanisms for subsequent evaluation and reflection.

Digital platforms for peer review and feedback

The development of educational technologies has opened up numerous opportunities for structuring and evaluating peer learning through digital tools. In particular, platforms that enable peer review and feedback are highlighted, which allow students to give and receive comments. In order to provide constructive and reasoned comments, students must understand quality criteria, critically reflect on the work of others, and at the same time reflect on their own knowledge, thereby developing assessment, argumentation and academic ethics competencies. The simplest way is to use the capabilities of the Moodle LMS and workshop activities that include an evaluation and reflection function. In this way, students are enabled to fully integrate this approach into their e-learning environment.

In addition to Moodle, it is worth mentioning other digital tools that can improve the peer evaluation process. The Peergrade platform enables automated assignment and structured feedback, with detailed rubrics and statistical insight into student engagement. In addition to authenticating work, Turnitin Feedback Studio also offers the ability to mark, comment, and grade, supporting the development of academic literacy and ethics. By combining multiple tools, it is possible to create a stimulating learning environment that encourages collaboration, self-reflection, and mutual trust.

The use of digital tools significantly facilitates the implementation of peer evaluation in large groups, ensures transparency of the process, and gives the teacher insight into the quality of mutual communication and learning.

The article by Gutić et al. (2023) further confirms the importance of peer teaching in an online environment, especially in combination with concept maps that help students structure and connect knowledge. Research results show that peer teaching not only increases understanding of concepts, but also encourages independence and lifelong learning. This paper illustrates how carefully designed activities that include mutual explanation, feedback, and reflection can significantly improve the quality of online independent learning.

Read the article about the application of peer learning in online classes:

Gutić, Tea, et al. Vršnjačko poučavanje kao podrška u uporabi konceptualne mape u online samostalnom učenju. Educatio biologiae, vol. , br. 9., 2023, str. 8-17. https://doi.org/10.32633/eb.9.2.