Towards a sustainable online peer learning model based on student's perspectives

Yuk Ming Tang (Corresponding Author), Yui yip Lau, Ka Yin Chau (Corresponding Author)

Research output: Journal article publicationJournal articleAcademic researchpeer-review

13 Citations (Scopus)

Abstract

The outbreak of the COVID-19 pandemic has fundamentally shifted learning from the traditional classroom approach to online learning. As such, this study used a revision centre as a case study to develop the factors that contribute to the theoretical framework of online peer learning in the higher education sector due to COVID-19. This study also explores the integrated effects of online peer learning on students and investigates whether advanced information technology creates new opportunities or additional burdens for students in adopting online peer learning environments. Descriptive statistical analysis, factor analysis, and correlation analysis were conducted on survey data gathered from 204 sub-degree students in Hong Kong. The results addressed four main factors developed from 39 variables: enhancement of learning ability, the attitude toward learning, motivation for learning, and interpersonal relationship which were closely associated. The study findings provide strategies and constructive recommendations for educators to develop a new online learning pedagogy, construct sustainable online peer learning, and effectively manage students’ online learning to meet the needs for post-COVID online education.

Original languageEnglish
JournalEducation and Information Technologies
DOIs
Publication statusAccepted/In press - 2022

Keywords

  • Higher education
  • Online learning
  • Peer learning
  • Post-COVID
  • Revision centre
  • Student perspectives

ASJC Scopus subject areas

  • Education
  • Library and Information Sciences

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