Peer-delivered prompts in which students take over prompting, feedback, and assessment from an instructor¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

In Harney and Hogan's experimental study in an undergraduate Psychology course, one condition delivers scaffolding prompts by an instructor, while in another an instructor first models the prompts and students then take on responsibility for prompting each other. The editors tie this peer-learning focus to lifelong learning: students gain skills to make better use of their social connections as learning resources, especially where instructor time is limited.

Design Implications¶

Context¶

Requirements¶

• An instructor who first models the prompts before students assume responsibility for prompting each other

Constraints¶

• The editorial notes a concern with peer feedback is variable quality; a micro-script is used to offer instructional support for the peer feedback, and questions related to gender and culture effects were raised and left for future work

Target Learners¶

• undergraduate psychology students

Target Learning Goals¶

• collaborative argumentation
• consensus building
• perceived efficacy
• collaborative skills for lifelong learning

Claims¶

• Peer-to-peer prompts show promising effects on collaborative argumentation, consensus, and perceived efficacy, suggesting new roles for peer learning in classrooms [+W]

Related Strategies¶

• Scaffolded Peer Review
• Instructor and Peer Feedback
• Give Prompt Feedback

Examples¶

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Key Sources¶

• Carolyn P. Rosé, Sten Ludvigsen, Nancy Law, Ulrike Cress & Gerry Stahl. (2017). Divisive or facilitative: The two faces of technology in CSCL. International Journal of Computer-Supported Collaborative Learning, 12:215–220. https://doi.org/10.1007/s11412-017-9265-7