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| 003 | ZW-GwMSU | ||
| 005 | 20241205132443.0 | ||
| 008 | 241205b |||||||| |||| 00| 0 eng d | ||
| 022 | _a0144-3410 | ||
| 040 |
_aMSU _bEnglish _cMSU _erda |
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| 050 | 0 | 0 | _aLB1051 EDU |
| 100 | 1 |
_aTopping, Keith J. _eauthor |
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| 245 | 1 | 0 |
_aTrends in peer learning _ccreated by Keith J. Topping |
| 264 | 1 |
_aOxfordshire: _bTaylor and Francis, _c2005. |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 440 |
_aAn international journal of experimental educational psychology _vVolume 25, number 6, |
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| 520 | 3 | _aDevelopments in forms of peer learning 1981-2006 are reviewed, focusing mainly on peer tutoring, cooperative learning, and peer assessment. Types and definitions of peer learning are explored, together with questions of implementation integrity and consequent effectiveness and cost-effectiveness. Benefits to helpers are now emphasised at least as much as benefits to those helped. In this previously under-theorised area, an integrated theoretical model of peer learning is now available. Peer learning has been extended in types and forms, in curriculum areas and in contexts of application beyond school. Engagement in helping now often encompasses all community members, including those with special needs. Social and emotional gains now attract as much interest as cognitive gains. Information technology is now often a major component in peer learning, operating in a variety of ways. Embedding and sustainability has improved, but further improvement is needed. | |
| 650 |
_aPeer learning _vCooperative learning _xInformation technology |
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| 856 | _uhttps://doi.org/10.1080/01443410500345172 | ||
| 942 |
_2lcc _cJA |
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| 999 |
_c168588 _d168588 |
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