Trends in Peer Learning

By Keith Topping. 2005

1,637 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bf997443999253db743ba8cc91dc151459395818

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Goals of peer assessment and their associated quality concepts (2011, background): “In his review of peer learning, Topping ( 2005 ) explicitly names peer assessment as an extension of the forms of peer learning from conventional peer tutoring and cooperative learning.”
Research Based Practices for Improving the Effectiveness of Asynchronous Online Discussion Boards (2018, background): “Although the benefits of peer learning are not unique to online discussion boards, and there has been much research on the benefits of incorporating peer-to-peer learning within the classroom (Topping, 2005), the discussion board is a convenient tool for facilitating peerto-peer learning.”
Peer‐mediated learning beyond the curriculum (2008, methodology): “In higher education there is an increasing interest in how to create a curriculum that structures, or formalises, the engagement of students in peer learning (Topping 1996 , 2005 ; O’Donnell and King 1999; Boud, Cohen, and Sampson 2001 ; Falchikov 2001 ).”
Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors’ Explanations and Questions (2007, background): “Thus, whereas the amount of training or structure does not strongly influence tutor learning, the kind of training or structure is critical (see also Fantuzzo, King, & Heller, 1992; Topping, 2005).”
Enhancing the doctoral journey: the role of group supervision in supporting collaborative learning and creativity (2012, background): “Peer learning itself has many different typologies within the literature, which includes notions of peer tutoring, mentoring and cooperative learning (Topping 2005).”
Peer Feedback Improves Students’ Academic Self-Concept in Higher Education (2020, neutral): “2011; Topping 2005).”
Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience (2013, background): “Peer-assessment is defined by Topping (2007) as, ‘an arrangement in which individuals consider the amount, level, value, worth, quality, or success of the products or outcomes of learning of peers of similar status (250)’.”
‘Time is not enough.’ Workload in higher education: a student perspective (2014, background): “In sum, perceptions of workload can be lowered by increasing interaction within the peer group and between lecturers and students (Topping, 2005).”
Peer assessment and evaluation in team‐based learning (2008, methodology): “Second, peer evaluation scores provide summative (outcome) data to the instructor that can be used to ensure fairness in grading by incorporating an assessment of each member’s contributions to the success of their teams and make judgments about it (Falchikov and Goldfinch, 2000; Topping, Smith, Swa”
Accountability in peer assessment: examining the effects of reviewing grades on peer ratings and peer feedback (2018, background): “Moreover, students can provide feedback that is just as helpful as an instructor’s feedback in helping their peers improve their drafts (Topping 2005), and sometimes they can provide feedback that is more helpful (Cho and MacArthur 2011; Cho and Schunn 2007; Hartberg et al. 2008).”
A collaborative learning approach to dialogic peer feedback: a theoretical framework (2020, background): “Moreover, although the quality of feedback from peers cannot always match that of instructors, peer feedback compensates for lower quality by its greater volume, frequency and immediacy (Topping 2005).”
Independent learning – what we do when you’re not there (2018, background): “Topping (2005) describes this as ‘the acquisition of knowledge and skill through active helping and supporting among status equals or matched companions’.”
The impact of supplemental instruction on learning competence and academic performance (2010, background): “See Topping ( 2006 ) for a thorough review of the effectiveness of peer‐assisted learning in the higher education setting.”
Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates (2015, background): “The present study conceptualises collaborative learning as a studentactivating instructional approach, in which multiple peers or people from similar social groupings who are not professional teachers, academically work together towards a common goal (Dillenbourg, 1999; Johnson & Johnson, 1999; Topp”