Peer Learning

De Lisi and Golbeck provide a detailed analysis of Piaget's theory and note that the search for logical coherence in understanding is only one of the options available to the learner. The possibility of bidirectional influences of peers in terms of growing understanding is developed by Hogan and Tudge. Ssome of Piaget's work has only recently been translated into English. There is disagreement as to whether or not Piaget understated the importance of social experiences and presented a view of cognitive development that is too biological and individualistic.

It might be helpful to segment the evolution of Piaget's theory into separate phases and note that particularly in his early work ( 1920s-1930s), Piaget emphasized peer experiences as an important factor in child development. Although subsequent phases of Piaget's work no longer highlighted peer experiences, in our opinion, this was not reflective of a shift away from a social toward an individualistic psychology.

Let us begin with a brief characterization of peer learning and its role in modern education. Peer learning is an educational practice in which students interact with other students to attain educational goals. One reason for the growing popularity of peer learning in schools is a shift away from traditional views of the teaching-learning process that stress knowledge transmission from teacher to pupil, in favor of constructivist approaches that emphasize discovery learning and view knowledge acquisition as a social activity.

A second reason for the current popularity of peer learning derives from the fundamental task that schools face in preparing students for life after school in the workplace and in communities. Classroom-based peer learning activities are considered an important aspect of preparation for life after formal schooling ends. Learning how to work together cooperatively is a valued educational activity derived from the larger cultural context in which schools exist. Although this goal has been a part of school life for some time, it has traditionally been reserved for nonacademic activities. A third reason for the growing interest in peer learning is the pervasive introduction of technology in schools, especially computer networks, with its attendant opportunities and problems. Peer learning activities make it possible for students to work on projects that necessitate the sharing of technological resources.