About this paper

Appears in:
Pages: 6260-6268
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.0425

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

PEER LEARNING IN HIGHER EDUCATION: A THEORETICAL REVIEW IN MATHEMATICS

L. Moliner, F. Alegre

Universitat Jaume I (SPAIN)
The current educational model requires a higher implication by the students in all aspects of their education. One of the methodologies that fosters this way of understanding the teaching-learning process is peer tutoring. Peer tutoring is a strategy in which, people from similar social groupings who are not professional teachers (help) each other to learn and (learn) themselves by teaching (Topping, 1996).

There are different reviews which propose categories related with peer tutoring. On the one hand, Goofland and Hist (1989) propose the terms Surrogate Teaching, Procting, Co-tutoring and Teacherless groups. On the other hand, Falchikov (2001) distinguishes among Peer Assessment, Peer Feedback, Peer Learning, Peer Teaching and Peer Tutoring. Inside this last term he differentiates a series of techniques that may be carried out, such as Cooperative note-taking pairs, Peer Coaching Peer Monitoring or Think pair share and think pair square.

In the same way, Boud, Sampson and Cohen (2001) point out a series of strategies that employ peer helping as a learning tool: Learning partnerships, Learning one on one in which by means of temporary meetings some mates help others with their learning process, Study groups, Student-led workshops and Learning exchanges.

As we can see, there is great variety of methods that use peer learning as a teaching proposal. There are a lot of High Education institutions that carry out this type of initiatives with very positive results. The goal of this work is to review the scientific literature regarding peer tutoring in mathematics in higher education and, specifically, analyzing the positive effects that it has.

We have focused on the Mathematics area due to the fact that we consider it as one of the most problematic for the college students, especially during their first years. To this end, a research was conducted in the main databases (Eric, Google Scholar and Apa, PsycNet) and the following descriptors were indicated: peer tutoring, peer learning, mathematics, university, college and higher education. 25 experiences were found. All of them share a common aspect: taking advantage of the students potential to help each others, which is known as peer power.

From all the reviewed researches and experiences we can conclude that peer learning may offer a great improving line in higher education, using the capacities of the students to offer pedagogic support to learn from each other and turning classrooms and university centers into learning communities in which students learn from their differences under a teacher’s guidance (Duran y Coll, 2015).
@InProceedings{MOLINER2016PEE,
author = {Moliner, L. and Alegre, F.},
title = {PEER LEARNING IN HIGHER EDUCATION: A THEORETICAL REVIEW IN MATHEMATICS},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.0425},
url = {http://dx.doi.org/10.21125/iceri.2016.0425},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {6260-6268}}
TY - CONF
AU - L. Moliner AU - F. Alegre
TI - PEER LEARNING IN HIGHER EDUCATION: A THEORETICAL REVIEW IN MATHEMATICS
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.0425
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 6260
EP - 6268
ER -
L. Moliner, F. Alegre (2016) PEER LEARNING IN HIGHER EDUCATION: A THEORETICAL REVIEW IN MATHEMATICS, ICERI2016 Proceedings, pp. 6260-6268.
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