Supporting peer interaction in online learning environments

This paper reports two studies into the efficacy of sentence openers to foster online peer-to-peer interaction. Sentence openers are pre-defined ways to start an utterance that are implemented in communication facilities as menu’s or buttons. In the first study, typical opening phrases were derived from naturally occurring online dialogues. The resulting set of sentence openers was implemented in a semi-structured chat tool that allowed students to compose messages in a freetext area or via sentence openers. In the second study, this tool was used to explore the students’ appreciation and unprompted use of sentence openers. Results indicate that students hardly used sentence openers and were skeptical of their usefulness. Because both measures were negatively correlated with students’ prior chat experience, optional use of sentence openers may not be the best way to support students’ online interaction. Based on these findings, alternative ways of using sentence openers are discussed and topics for further research are advanced

Distributed mentoring: peer interaction and collaborative learning in P2PU

This paper explores how learning design and peer behaviour develops and evolves in a free, open online learning community, the Peer-to-peer university (P2PU). Drawing on ideas relating to 'participatory learning' (Seely-Brown and Adler, 2008), it begins with a theoretical discussion of the ways in which the infrastructural and the social dimensions of peer learning are expressed in terms of the design of three courses, and in relation to mentoring and peer interaction. Evident from the textual interface and social organization of the three courses is that the role of the instructor or course organizer adheres a cooperative model (Burge, 1994), reflected in the aggregation and filtering of materials and the evolution of pedagogical modeling. While the models of participation and engagement vary, depending on socio-technical factors, evident is that the governance model allows both for light models of involvement and the evolution of inquiry towards what we would like to call 'distributed' mentoring. We conclude with an evaluation of the ways in which the courses under study promote a participatory infrastructure, that not only can make the process of learning transparent, but also represent a relationship between teaching and learning in an open fashion

Group role-play as a method of facilitating student to student interaction and making theory relevant

Large group settings, which often mean less peer to peer interaction among students, are increasingly common in many UK universities. This paper proposes group role-play as one possible teaching method in a large group of students, and aims to evaluate how it affects peer to peer interaction and its perceived learning benefits. The findings suggest that group role-play does encourage interaction between students and facilitates their understanding of the applicability of theories to practice. However, this study also found that group role-play should be mixed with a lecture, and that the tutor has to pay attention to time management and the motivation of a student to get involved

ANALISIS INTERAKSI TEMAN SEBAYA PADA PESERTA DIDIK KELAS VIII DI SMP NEGERI 8 PONTIANAK TAHUN 2019/2020

AbstractWith the interaction between students both in class and outside the classroom,association is which can be used as a source of extrinsic motivation, namely peers. Method descriptive and survey reserch. on the results it shows that the peer interaction analysis of class VIII students of SMP Negeri 8 Pontianak (1) Openness in peer interaction 58.33% "Less" category. (2) Cooperation in peer interaction 58.56%, "Less" category. (3) The relationship that affects each other in peer interaction 57.40%, "Less" category. (4) The positive impact of peer interaction 67.98% "Less" category. (5) The negative impact of peer interaction 72.22% "High" category. (6) The peer interaction factor 51.23%, "Less" category. (7) The counseling teachers' efforts in increasing the positive impact of peer interaction 58.33%, "Less" category. The whole result analysis of peer interaction in class VIII students of SMP Negeri 8 Pontianak in 60.03% "Medium" category. The result peer interaction analysis of grade VIII students of SMP Negeri 8 Pontianak is “very low”Keywords: Analysis, Peer Interactio

Absenteeism and Peer Interaction Effects: Evidence from an Italian Public Institute

Using microdata on a sample of about 350 workers, employed at an Italian public institute, we explain individual absence rates both considering variables that may be related to health conditions and to variables that may suggest shirking behaviour. Among these variables we especially focus our attention on the influence produced by the behaviour of randomly assigned peers. To handle reflection problems we use the proportion of females in the peer group as instrument of peer absence behaviour. From Two-Stage least square estimates it emerges that social and group interactions play an important role in shaping individual absence behaviour.Absenteeism, Shirking, Peer Effects

Hubungan Konsep Diri Dan Interaksi Teman Sebaya Dengan Prokrastinasi Akademik Mahasiswa

This research aim to know the relationship between self concept and peers interaction of academic procrastination student’. The subjek in this study are the student’ in eight semesters or being a thesis at the Muhammadiyah Universitas Surakarta as much as 114 respondents. The hipothesis tested was there is a connection between self concept and peer interaction with academic procrastination. The technique of sampling use incidental sampling. Data collection is carried out by three scales, is the scale of the academic procrastination, the self concept and peer interaction. The statistical analysis used in this study were multipel linier regression analysis. Statistical analysis result obtained that there is a significant relationship between self concept and peer interaction with academic procrastination. The effective contribution of the self concept and peer interaction agains academic procrastination is 15%. The result of this research showed there was a significant relationship between self concept and peer interaction with academic procrastination. The conclusion of relationship self concept and peer interaction are negatif toward academic procrastination. That is, if self concept and peer interaction is higher, so academic procrastination student’ will go down. The implication of this research in the field of education is an academic procrastination can be reduced by improving the self concept and peer interaction. Self concept give a framework of thinking that determine how to process the information abaut yourself is good from a physical aspect, psychic aspect, sosial aspects, moral and family aspects, so that student’ have the self motivation, emotional stability and trust on the capability of self finishing academic assignments. In addition the high peer interaction as a function of the information source and motivation can give good influence for student’ in finishing academic assignments

Experiences of Female Refugee Students from Burma in Multicultural Middle School Classrooms

In middle school, adolescents are particularly focused on peer interaction to help form their identities. For marginalized students, especially refugees, peer interaction, peer interaction is especially important. To be successful in schools and gain cultural and social capital, refugee students must learn and internalize the specific norms of their classrooms. In multicultural settings, students have ample opportunities for intercultural interactions, which can help refugee students navigate their new settings and become more successful. One of the largest refugee groups entering the United States recently is from Burma. Refugee students face a daunting set of challenges, from language and cultural differences to living in poverty, in becoming successful in their new homes. Unfortunately, there has been little research on the experiences of Burmese refugee students in classrooms in the United States. A qualitative, transcendental phenomenological approach was used to study how three female Burmese refugee students experienced multicultural middle school classrooms in the United States, especially their intercultural interactions and identity formation, through interviews, observations, and stimulated recall. The participants reported wanting to understand what they were learning, stay on task, and be kind to other students. Those traits developed from their experiences in their countries of origin and combined to create a picture of what a good student should be. In observations, students acted out their ideas of what it meant to be a good student. Their intercultural interactions in class reaffirmed their identities as good students. Implications based on the findings include setting up intentional intercultural interactions with a diverse group of students in classrooms with multicultural approaches and that researchers examine the experiences of various groups of marginalized students while accounting for the context in which they learn and acknowledging a multifaceted view of adolescent identity development

Informal Peer Interaction and Practice Type as Predictors of Physician Performance on Maintenance of Certification Examinations

Importance Physicians can demonstrate mastery of the knowledge that supports continued clinical competence by passing a maintenance of certification examination (MOCEX). Performance depends on professional learning and development, which may be enhanced by informal routine interactions with colleagues. Some physicians, such as those in solo practice, may have less opportunity for peer interaction, thus negatively influencing their examination performance. Objective To determine the relationship among level of peer interaction, group and solo practice, and MOCEX performance. Design, Setting, and Participants Longitudinal cohort study of 568 surgeons taking the 2008 MOCEX. Survey responses reporting the level of physicians’ peer interactions and their practice type were related to MOCEX scores, controlling for initial qualifying examination scores, practice type, and personal characteristics. Exposures Solo practice and amount of peer interaction. Main Outcomes and Measures Scores on the MOCEX and pass-fail status. Results Of the 568 surgeons in the study sample, 557 (98.1%) passed the examination. Higher levels of peer interaction were associated with a higher score (β = 0.91 [95% CI, 0.31-1.52]) and higher likelihood of passing the examination (odds ratio, 2.58 [1.08-6.16]). Physicians in solo (vs group) practice had fewer peer interactions (β = −0.49 [95% CI, −0.64 to −0.33), received lower scores (β = −1.82 [−2.94 to −0.82]), and were less likely to pass the examination (odds ratio, 0.22 [0.06-0.77]). Level of peer interaction moderated the relationship between solo practice and MOCEX score; solo practitioners with high levels of peer interaction achieved an MOCEX performance on a par with that of group practitioners. Conclusions and Relevance Physicians in solo practice had poorer MOCEX performance. However, solo practitioners who reported high levels of peer interaction performed as well as those in group practice. Peer interaction is important for professional learning and quality of care