Leveraging Integrated Peer-Assisted Learning Clusters as a Support for Online Learning

Autor/inn/en	Ala, Oluwafolakemi Grace; Yang, Hongtao; Ala, Ayodeji A.
Titel	Leveraging Integrated Peer-Assisted Learning Clusters as a Support for Online Learning
Quelle	In: Interactive Learning Environments, 31 (2023) 6, S.3744-3756 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ala, Oluwafolakemi Grace)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1943454
Schlagwörter	Foreign Countries; Peer Teaching; College Students; Online Courses; Computer Mediated Communication; Electronic Learning; Social Media; Interaction; Group Activities; COVID-19; Pandemics; Barriers; Peer Relationship; China; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Peer group teaching; Peer Group Teaching; Collegestudent; Online course; Online-Kurs; Computerkonferenz; Soziale Medien; Interaktion; Gruppenaktivität; Peer-Beziehungen
Abstract	The COVID-19 pandemic necessitated a quick transition to online learning widely. This study examined the contributions of the peer-to-peer learning interactions within integrated peer-assisted learning clusters to learning among students in universities in Harbin, China, and Akure, Nigeria respectively. The frequency of peer-to-peer interactions in peer-assisted learning clusters in both locations were studied in 2019, and followed by a study to assess the changing characteristics and nature of the learning interactions during the transition to online learning in 2020. Data was curated using Excel, Origin-Pro, and Wordcloud generator. Approximately 60% of the participants used social media for peer-to-peer learning interactions daily within their peer-assisted learning cluster before the transition. The frequency of usage of all the communication technology-mediated means of peer-assisted learning interactions considered during online learning except emails. The increase in the frequency of learning interaction among students in universities in Harbin ranges from 32.1% to 94.4%. Students in Nigeria could not make this quick transition because of other factors highlighted. The learning interactions within their online cluster contribute positively to the online learning of 83.6% of the participants. Peer-to-peer learning interactions was successfully leveraged in the transition to the online learning occasioned by the pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01