BACKGROUND AND OBJECTIVES Peer teaching engages students as teachers and is widely used in K-12 education, many universities, and increasingly in medical schools. It draws on the social and cognitive congruence between learner and teacher and can be attractive to medical schools faced with a growing number of learners but a static faculty size. Peer teachers can give lectures on assigned topics...

This paper describes the I-Help peer help network, where helpers and helpees are paired according to the contents of their user models. Although originally designed for large groups, in this paper we suggest ways in which I-Help may be used in a small group, problem-based learning curriculum. The use of I-Help will be very different in this context: it is not expected to be necessary for all st...

This study describes the application of a Web-based portfolio for appreciation and peer assessment for visual-art education in elementary school. Besides examining the effectiveness of the proposed system in enhancing visual art education, this study also addresses how Web-based portfolios can help teachers to assess student learning progress and facilitate peer assessment. The results of quest...

The purpose of the present study was to describe the peer assessment experience from the viewpoint of the students themselves in a post-secondary educational institution which organizes its curriculum according to principles of problem-based learning. Here, assessing peers’ learning within the team is a continuous (i.e., daily) activity. To that end, a questionnaire containing statements inquir...

background: self-esteem is essential for clinical judgments. nursing students in clinical environments should make a bridge between theoretical education and clinical function. this study was aimed to survey the effect of guided questioning in peer groups on nursing students’ self-esteem and clinical learning. materials and methods: in this quasi-experimental study, all nursing students in seme...

Due to increasing numbers of students at German universities large-scale learning services are still a common default. These learning services lack interaction as well as feedback to assess learners’ knowledge on the cognitive levels of educational objectives. This situation is alarming, since interaction and feedback in order to assess the own learning progress are important factors for indivi...