A descriptive report defines peer assisted learning and asserts, without a tested result, that it promotes knowledge construction, collaboration ability and interpersonal interaction¶

Claim · All claims
Evidence · 1 study · design r1 · q2
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 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Acquiring knowledge and skills through peers' assistance and support, including peer tutoring, peer modeling, peer education, peer counseling, peer monitoring, and peer assessment, promotes knowledge construction, collaboration ability, and interpersonal interaction. → Online peer assisted learning community model and its application in ZJNU 2008

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

q2 · i? · the article prints no effect size for this finding · design · r1

The article's review section defines peer assisted learning as "acquiring knowledge and skills via peers' assistance and support" and enumerates its forms, citing Topping and Ehly. The effectiveness assertion is the article's own framing rather than a tested result.

"Peer assisted learning refers to acquiring knowledge and skills via peers' assistance and support, including peer tutoring, peer modeling, peer education, peer counseling, peer monitoring and peer assessment (Topping, K & Ehly, 1998)."

Discussion¶

Related Claims¶

• Active and collaborative approaches promote higher-order thinking and complex reasoning (attributed to earlier studies in a framework paper) — related
• 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 — a narrower finding that bears on this claim
• An ICAP theory article reports, second-hand and without describing the design, a study in which concept mapping with a peer enhanced learning more than concept mapping alone — related
• Online peer assisted learning communities foster informal learning and spontaneous interest-based groups — a narrower finding that bears on this claim
• Structured Peer Tutoring Outperforms Unstructured — a narrower finding that bears on this claim
• Peer-assisted learning interventions improve achievement for elementary students — a narrower finding that bears on this claim
• Teaching Others Generative Strategy — a narrower finding that bears on this claim
• Peer Tutoring Improves Achievement — a narrower finding that bears on this claim
• The student-tutor relationship alone is judged insufficient: peer mixing and virtual communities are needed to counter isolation in online research supervision — a narrower finding that bears on this claim
• Students perceive that interacting with others in experiential learning fosters empathy and a sense of community by enhancing perspective-taking (beauty) — related
• Online students' learning needs centre on course support and communication with tutors and other students — related
• Symbiosis theory-based role design significantly enhances the quality of collaborative knowledge construction in human-GAI online collaboration — a narrower finding that bears on this claim
• Participants reported improved communication skills and faculty modeling of positive interpersonal interaction — related
• 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
• Interpersonal relationships are framed as supports for motivation at school — related