Peer-to-Peer Teaching in Higher Education: A Critical Literature Review

Autor/in	Stigmar, Martin
Titel	Peer-to-Peer Teaching in Higher Education: A Critical Literature Review
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 24 (2016) 2, S.124-136 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2016.1178963
Schlagwörter	Peer Teaching; Higher Education; Foreign Countries; Literature Reviews; Learner Engagement; Partnerships in Education; Natural Sciences; Physical Sciences; Social Theories; Constructivism (Learning); Quasiexperimental Design; Pretests Posttests; College Faculty; Academic Achievement; Critical Thinking; Personal Autonomy; Student Motivation; College Students; Tutoring; Action Research; Mixed Methods Research; Tutors; Communication Skills; Cooperative Learning; Achievement Gains; Australia; Belgium; Hong Kong; India; Mexico; New Zealand; South Africa; Spain; Sri Lanka; Thailand; Turkey; United Kingdom; United States + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Hochschulpartnerschaft; Naturwissenschaften; Natural sciences; Naturwissenschaft; Gesellschaftstheorie; Fakultät; Schulleistung; Kritisches Denken; Individuelle Autonomie; Schulische Motivation; Collegestudent; Förderkonzept; Nachhilfeunterricht; Projektforschung; Förderlehrer; Lehrender; Tutor; Kommunikationsstil; Kooperatives Lernen; Achievement gain; Leistungssteigerung; Australien; Belgien; Hongkong; Indien; Mexiko; Neuseeland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Spanien; Ceylon; Türkei; Großbritannien; USA
Abstract	The aim of my critical literature review is to identify studies where students are engaged as partners in teaching in higher education and to analyze how tutors and tutees benefit from peer teaching. Thirty studies were included for review. Thirteen countries are represented and two thirds of the studies conducted in the United States of America or the United Kingdom. There is a significant representation of studies from natural- and physical science. The dominating pedagogical belief and theory is social constructivism. The most frequent study design is the use of quasi-experimental pre- and post-testing. University teachers do not comprise the view of peer teaching necessarily resulting in greater academic achievement gains or deep learning. University teachers identify and esteem other pedagogical benefits such as improving students': critical thinking, learning autonomy, motivation, collaborative and communicative skills. The main finding of this review is the clarification that the training of generic skills benefits from peer teaching. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01