4 Ways to Use Peer Learning to Increase Learner Engagement - O'Donnell Learn

4 Ways to Use Peer Learning to Increase Learner Engagement

Published by Brett Christie, PhD
on Feb 22, 2021

Peer learning has long been shown to increase student knowledge over lecture-dominant methodologies, particularly when unpacking and understanding difficult concepts. Think about conversations in your everyday life. How dialogue among your peers helped you gain new knowledge and examine different points of view. The same can be true for the classroom. Not only is peer learning effective among students, it is especially well-suited for the virtual environment.

The beauty of peer learning is it brings small groups of students together to effectively collaborate, communicate and think in both critical and creative ways. Additionally, fostering peer learning inside the classroom naturally encourages sustained dialogue and authentic learning outside the classroom.

In our recent webinar, 4 Ways to Use Peer Learning to Increase Learner Engagement”, I share four easy-to-implement peer learning techniques you can start using today.

Fish Bowl – Two to five students are given a specific topic to actively discuss and debate. Other students observe, reflect on and at times, verify what they heard. These students then summarize the main points, what they observed and any lessons learned. You might even conduct a poll to determine who made the best case. 

Think-Pair-Share – A question is propped up to the entire class. Students reflect individually for a  set period of time, making notes to share. Students are then paired up to discuss and compare their thoughts. These pairs can then share with the entire group or as a square (two pairs).

Practice Exams/Modeling – Students are given an opportunity to experience the exam process through a practice exam. Once the exam is completed and scored, peer groups are formed (pairs or more) to discuss and clarify areas of confusion. Students retake the exam. Note: This is also an excellent way for instructors to track any challenges that may require attention across the entire group.

Peer-Created Content – A particularly powerful option, this tactic employs more sustained peer learning over a period of time. While this is more project-focused, it does not have to be a full-scale, high stakes, course-long effort. This is also really effective as an iterative process, that scaffolds to a final result. Examples include wikis for research, annotated bibliographies, blogs, podcasts and student-created case studies. 

Though you can implement peer learning anytime in the semester, to garner the best results, introduce peer learning early in the semester. Consider emphasizing peer learning in your syllabus, emphasizing the effectiveness of creating a community of learners. Set roles and rules for contributing. Help students understand expectations for participation and how this portion of your course will be assessed. Include both self- and peer-assessments.

Watch a short clip of each of the techniques we covered here.

Our next Webinar, “Propel: Driving Learner Success Through Purposeful Instructor Support“, is Wednesday, 3/3/21 at 12 pm EST. We hope to see you there! Register easily here.


Hope for Navigating Mental Illness in Online Learning: Connection, Community & Compassion

Published By Cathryn Mattimore
on Feb 12, 2021

Learning to navigate mental illness challenges as a higher ed student is something that especially resonates with me. I’m currently working towards a Master’s degree in eLearning and Learning Design while managing a significant mental illness that can be debilitating. Aside from my own experience, I’ve seen the prevalence of mental illness amongst my peers, particularly since the start of COVID.

Building Learning Communities in the Classroom and with Faculty

Published By Brett Christie, PhD
on Feb 09, 2021

In our latest webinar, “Building Learning Communities in the Classroom and with Faculty”, O’Donnell Learn Founder and CEO, Carrie O’Donnell, and I offer practical ideas and examples for helping students take their learning to the next level through connection and community. We’re also passionate about cultivating professional learning communities among faculty and offer ways to develop this critical support to overall faculty satisfaction.

The WOW Factor: Creating Faculty Development That Sparks Interest and Envy

Published By Carrie O'Donnell
on Jan 19, 2021

Imagine our surprise last summer when we reached out to 475 faculty and learned the online courses for nearly half were simply mirrors of their face-to-face instruction. In fact, only 22% were designing their courses differently for online. With all of the faculty development around online learning being offered, why weren’t more faculty designing courses specifically for this type of instruction? As it turns out, faculty weren’t engaging with development options at a level you might expect given COVID-19 and the rapid shift to online learning. Something we’d also learned in surveys and interviews with170 provosts and academic leaders a year earlier. The solution? The WOW Factor.