At the nexus of learning and innovation

Patrick Olivier - Students as co-producers of learning experiences

Some reflections by Gareth Denyer and others on the recent Student Partnerships SIG meeting. This meeting included the special guest presenter Professor Patrick Olivier, and other presenters from around the university.

Below are reflections from various SIG members on the talk Patrick gave (video soon to come). If you have your own comments or ideas, add them to the comments below and we'll add them to the post.

Why learning from teaching works - and when not

Learning by teaching is one of the most prevalent contemporary educational practices, but we still don't understand when it works, and why. 

Learning by teaching is one of the most prevalent contemporary educational practices, including peer-assisted learning (Healey, Flint, & Harrington, 2014; Stoddard, Rieser, Andersson, & Friman, 2012), peer tutoring (King, 1998), problem-based learning (Leary, Walker, Shelton, & Fitt, 2013),  cooperative classrooms (Slavin, 1995), on-line learning (Jopling, 2012), and computer-supported collaborative learning (Dillenbourg, Baker, Blaye, & O'Malley, 1995).  While the practices of peer teaching and tutoring vary widely (Topping, 2005), there is reliable and representative empirical evidence for benefits to both tutees (or pupils), and tutors. For instance, a meta-analysis of 81 peer tutoring studies in elementary school (Rohrbeck, Ginsburg-Block, Fantuzzo, & Miller, 2003) found a positive effect size of 0.33 for peer tutoring compared to control groups. In another widely cited meta-analysis, coving 65 studies, the effect size for pupils (tutees) was 0.4, and the learning gains for tutors was 0.38 (Cohen, Kulik, & Kulik, 1982). A more recent review (Roscoe & Chi, 2007) estimates the average tutor effect size to be around 0.35, combining tutor and pupil learning.