The Impact of Peer Learning within a Group of International Post-graduate Students - A Pilot Study

Oct 15, 2026

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Peer learning is examined as a teaching tool for international postgraduate students in small, shared learning groups. The study used self-selected learning sets, supported by peer and tutor feedback plus self/peer assessment, and included pre- and post-SRSSDL questionnaire data. Attendance varied due to external events in students’ home countries, limiting data collection, yet initial results show the approach helped students achieve module learning outcomes and supported overall academic performance and development as research students.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

Background

The Impact of Peer Learning within a Group of International Post-graduate Students – A Pilot Study By Swapna Williamson 􀀍 Laila Paulsen-Becejac† Peer learning has been used as a teaching tool with both undergraduate and postgraduate students since the early 80s. This approach is useful when working with international students to develop their independence as learners and to share their knowledge with their peers. The aim of this paper is to examine whether peer learning is effective in active and shared learning in small groups, so as to enhance the students’ overall development as a post graduate research student. Initially the students were briefed as to the purpose of this study. The instructional approach used to help students to become actively engaged in their own learning process involved in the formation of self-selected learning sets. Within these groups, the students explored the concepts covered in their lectures and presented in their findings to the class. Part of this process involved peer and tutor feedback, as well as self and peer assessment on the performance of the group members. The students additionally completed a pre and post SRSSDL questionnaire. Attendance to lectures was varied, not least affected by external events in the students’ home countries at the time of this study. This impacted the amount of data collected in this pilot study. However, the initial results indicated that this teaching and learning approach was beneficial to the students. The key findings indicated that the students used peer learning in the classroom successfully in achieving the module learning outcomes. The overall performance of these students in the module was good and it has impacted their overall academic performance. Keywords: collaborative learning, peer assessment peer learning, reflective learning, SRSSDL Introduction International students constitute a considerable number of the student population in Higher Education Institutions (HEIs) . The effectiveness of peer learning has been found to be suitable in undergraduate international students as they go through the transition phase, where they need to make various adjustments through interactions with their peers (Zacchagnini & Verenikina, 2013; Chilvers, 2014). Chilvers (2014) states that for post-graduate international students experience similar challenges, whilst making the transition into Higher Education Institutions abroad. Peer learning has been in use as a teaching tool since 1981 (Topping, 2005) . At that time, the main focus was on primary 􀀍 Associate Professor, University of West London, UK. † Senior Lecturer, University of West London, UK. [https://doi.org/10.30958/aje.5-1-1](https://doi.org/10.30958/aje.5-1-1) doi=10.30958/aje.5-1-1 learning and peer assessment. It has since evolved into something which requires the student to actively participate in obtaining and sharing information amongst peers (Boud & Lee, 2005) . HEI’s are currently promoting the importance of employability skills, and through peer learning students develop transferable skills valued by employers e.g., communication skills, social skills, organisational skills, attitudinal or interactive gains and being an evaluator (Topping, 2005; Johnston, 2009) . Therefore, the notion of using the peer learning approach with international students was to address their diverse but unique needs in the context of higher education. Peer learning is an educational process where students interact with their peers who share an interest in the subject and learn both with and from eachother (Boud, Cohen, & Sampson 2001) . Thus this learning approach is beneficial for students in their quest for knowledge, ideas and experiences shared within the classroom. This in turn enables them to develop their dependence, which leads them to become more interdependent and yet independent in their ability to share with and learn from each other. According to Keenan (2014) HEIs, both nationally and

FAQs

What was the aim of the pilot study on peer learning?

To examine whether peer learning is effective in active and shared learning in small groups and to enhance students’ overall development as postgraduate research students.

How were students supported to engage actively in their learning?

Students formed self-selected learning sets, explored lecture concepts within groups, and presented findings to the class with peer and tutor feedback plus self and peer assessment.

What factors affected data collection and attendance during the study?

Attendance to lectures varied, influenced by external events in students’ home countries at the time of the study.

Oct 15, 2026

Upload by Mimi