A descriptive report of a blended online peer-assisted learning community in a Zhejiang Normal University distance-education course asserts, without reported data, that it promoted interpersonal interaction and informal learning¶

Claim · All claims
Evidence · 1 study · design r1 · q1
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? In the article's blended learning application at Zhejiang Normal University using the SimChoice Distributed Learning System, the authors conclude that the peer assisted learning community promoted interpersonal interactions and informal learning, advancing students' knowledge, skills, Internet ethics, and information literacy. → Gaofeng & Yeyu 2007

Evidence¶

Gaofeng & Yeyu 2007¶

Gaofeng, R., & Yeyu, L. (2007). An online peer assisted learning community model and its application in ZJNU. ERIC ED500172 (Online Submission). https://eric.ed.gov/?id=ED500172

q1 · descriptive report of one course application, no comparison or outcome data · i? · the article prints no effect size for this finding · design · r1

The article's application section reports a case in which a blended Distance Education course used the SimChoice Distributed Learning System with classroom instruction, online collaborative learning, and demonstration and assessment stages. It concludes that "Peer assisted learning community is effective in promoting interpersonal interactions and informal learning." No effect sizes or test statistics are printed.

"Peer assisted learning community is effective in promoting interpersonal interactions and informal learning."

Discussion¶

The one entry is the authors' own description of a course application, with no comparison condition, measures or statistics, so the effectiveness it states is the authors' conclusion rather than a tested finding.

Related Claims¶

• A descriptive report defines peer assisted learning and asserts, without a tested result, that it promotes knowledge construction, collaboration ability and interpersonal interaction — a broader claim this one bears on
• Online peer assisted learning communities foster informal learning and spontaneous interest-based groups — a broader claim this one bears on
• A 2007 report on an online peer-assisted learning community asserts, citing no studies, that peer coaching has proved a highly effective form of teacher professional development in the UK, US and other countries since the 1980s — related