Open Access Graduate Research Paper
Traditionally, learning and teaching situations from elementary school through higher education do not provide opportunities for students to use each other as resources. In fact, more often than not the teacher is their main source of information and help. Such traditional modes of teaching has placed emphasis on individualizing instruction, i.e., self-paced instruction and competition. According to Johnson (cited in Waggoner,1971), in such teaching situations which are outcome-based, very little attention has been given to how students should relate to each other while working on instructional tasks. Collaborative learning modes, on the other hand, focus on learning as a cooperative undertaking (Pierce, 1982). People using a collaborative approach share not only the answers but also the processes used to derive the answers as well. Pierce suggests that the collaborative teaching and learning model is not limited to peer and cross-age tutoring for students at elementary and secondary levels, but also includes team teaching, consulting, and professional pairing on the higher education and adult education levels.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
Sharon E. Smaldino
1 PDF file (39 leaves)
©1994 Irene Leong Yoke Chu
Chu, Irene Leong Yoke, "A study of the students' attitudes toward the use of peer teaching in the educational media course at the University of Northern Iowa" (1994). Graduate Research Papers. 2238.