Students’ use of evaluative judgement in an online peer learning community

2021 ◽  
pp. 1-14
Author(s):  
Liwei Chen ◽  
Susan Howitt ◽  
Denise Higgins ◽  
Sara Murray
Keyword(s):  
Learning Community ◽  
Peer Learning ◽  
Evaluative Judgement

Peer Learning and Peer Assessment to Enhance Participation in Online Courses

2020 ◽  
pp. 1-26
Author(s):  
Pierpaolo Limone ◽  
Giusi Antonia Toto
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Learning Community ◽  
Future Development ◽  
Online Courses ◽  
Peer Assessment ◽  
Peer Learning ◽  
Online Learning Community ◽  
Self Regulated Learning ◽  
Assessment Approach

The chapter discusses the development of a peer assessment approach in an online learning community. Peer assessment is an important construct because it is connected with self-regulated learning and correlated with the use of feedback, two of the most effective issues in facilitating online learning. The aim of the research is to demonstrate the innovative value of peer assessment and peer learning in new tech through a literature review and an analysis of a practical application to show future development in this field.

Integrating Design Thinking into peer-learning community

2019 ◽  
Vol 31 (1) ◽  
pp. 59-74 ◽  
Author(s):  
Kongkiti Phusavat ◽  
Achmad Nizar Hidayanto ◽  
Pekka Kess ◽  
Jussi Kantola
Keyword(s):  
Learning Community ◽  
Design Thinking ◽  
Peer Learning

Professional/Peer-learning community

2017 ◽  
Vol 29 (6) ◽  
pp. 406-427
Author(s):  
Kongkiti Peter Phusavat ◽  
David Delahunty ◽  
Pekka Kess ◽  
Hanna Kropsu-Vehkapera
Keyword(s):  
Learning Community ◽  
Peer Learning

scholarly journals A Professional Learning Community as a Factor of the Professional Development of Teachers

1970 ◽  
pp. 417-426
Author(s):  
Galit Magrafta
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Peer Learning ◽  
Professional Development Of Teachers ◽  
The Creation

The article presents the importance of the professional learning community in the school framework. It discusses the creation of a learning community, its characteristics, advantages, and the challenges in the leadership and establishment of a professional learning community. In addition, the article presents the importance of the introduction of a learning community into educational frameworks and provides a solution to the resources that pertain to the time or systemic flexibility.This article highlights the importance of collaborations, peer learning, and a productive discourse among teacher colleague

A Co-Operative Selection Process for a Peer Learning Community

1982 ◽  
Vol 10 (3) ◽  
pp. 105-142
Author(s):  
Peter Reason ◽  
Elizabeth Adeline
Keyword(s):  
Learning Community ◽  
Selection Process ◽  
Peer Learning

The peer learning community: a contextual design for learning?

1999 ◽  
Vol 37 (5) ◽  
pp. 403-410 ◽  
Author(s):  
Paul Tosey
Keyword(s):  
Learning Community ◽  
Significant Variation ◽  
Change Agent ◽  
Action Learning ◽  
Peer Learning ◽  
Learning Organisation ◽  
Community Model ◽  
Contextual Design ◽  
Design For Learning ◽  
The University

The term “learning community” is in common usage but appears to mask significant variation in practice. This article begins with a description of the “peer learning community” model within the MSc in Change Agent Skills and Strategies at the University of Surrey, UK. Tosey and Gregory have proposed five criteria as distinguishing this specific, designed model from more general usage of the term “learning community”. From this basis, it is argued that the effectiveness of learning programmes (such as action learning) will be greatly influenced by the framework and context within which they take place. The peer learning community is an example of a contextual design that could be applied within both business and higher education. As such it has relevance to the concept of the “learning organisation”. The presence or absence of conditions such as the five proposed may crucially impact on the effectiveness of programmes of learning. The article concludes by raising critical questions about the peer learning community model.

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