Peer learning is a learning strategy that enables learners to interact with others and become active participants in their learning. To design peer learning activities, a model of peer learning is necessary to provide peers with guidance. However, previous models related to peer learning have not contained systematic strategies from diagnosis to evaluation. Scaffolding is an appropriate tactic for peer learning as it includes diagnosis, specific learning strategies, and assessment procedures. Therefore, the purpose of this study was to develop and validate a model of peer learning that incorporates scaffolding strategies in order to provide a structure for designing and implementing effective peer learning, and to enhance peers' teaching skills and learners' capability to gain new knowledge. This study drew from design and development research, including model development and model revision. This process was arranged in four phases. The first phase comprised of an intensive literature review to identify related theories, the conceptualization of scaffolding, and the operationalization of scaffolding. In the second phase, the model of peer learning was developed based on the results of the literature review. The model was synthesized using the data from the literature review, which included the main elements and characteristics of scaffolding suitable for peer learning. An online education program was also developed to teach the steps in the model to peer tutors participating in a peer tutoring program, which is one type of peer learning, for the purposes of model validation. In the third phase, model validation through internal (expert review) and external (external validation interview for field evaluation) validation was implemented. Based on the outcomes of these model validation processes, in the fourth phase, guidelines for revisions were developed to improve the proposed model. This model exhibits a synthesis of scaffolding strategies that enhance peer learning, including related theories, the conceptualization of scaffolding, and the operationalization of scaffolding. This model consists of four steps: (a) knowing each other, (b) learning together, (c) checking what you learned, and (d) finalizing peer learning. According to the results of model validation using an online education program designed for peer tutors participating in a peer tutoring program, which is one type of peer learning, this model of peer learning was useful for peers in providing structure and guidance for the design of their peer learning activities and the selection of appropriate peer learning strategies for learners who had different backgrounds and skills. This model is also applicable to various subjects and fields. / Doctor of Philosophy / Peer learning is a learning strategy that enables learners to interact with others and become active participants in their learning. To design effective peer learning activities, a model of peer learning is necessary to provide peers with guidance. The purpose of this study was to develop and validate a model of peer learning that incorporates scaffolding strategies in order to provide guidance for designing and implementing effective peer learning, and to enhance peers' teaching skills and learners' ability to gain new knowledge. This study was conducted through model development and model validation. For model development, previous research and books were reviewed to identify main elements of scaffolding such as related theories, the conceptualization of scaffolding, and the operationalization of scaffolding. Based on identified elements of scaffolding, the model of peer learning was developed. This model consists of four steps: (1) knowing each other, (2) learning together, (3) checking what you learned, and (4) finalizing peer learning. According to the results of model validation using an online education program designed for peer tutors participating in a peer tutoring program, which is one type of peer learning, this model of peer learning was useful for peers in providing guidance for the design of their peer learning activities and the selection of appropriate peer learning strategies for learners who had different backgrounds and skills. This model is also applicable to various subjects and fields.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/106743 |
| Date | 03 June 2020 |
| Creators | Chun, Jeeyoung |
| Contributors | Education, Vocational-Technical, Cennamo, Katherine S., Lockee, Barbara B., Potter, Kenneth R., Bond, Mark Aaron |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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