Description
Larger learning environments can be found especially in higher education. They represent a challenge to teachers as they do not only exceed regular class sizes but also demand another teaching approach of them. Keeping up interaction, which is considered the basis of all learning, is hard to keep up, due to the number of students. One approach that is often considered is peer learning. It offers an opportunity to increase interaction and requires students to not only learn but also to teach. However, it is not easy to initiate peer learning in larger learning environments when most students act anonymously in them. Our created artifact called C4mpUs enables students to connect with other peers. It also enables teachers to initiate peer learning without investing too many resources. Lastly, it get students to work as frequently and willingly with newly acquainted peers as they would with someone they have previously known.
Recommended Citation
Kallookaran, Michael and Siemon, Dominik, "Using Mobile Learning to Create a Reciprocal Peer Learning Environment" (2017). AMCIS 2017 Proceedings. 26.
https://aisel.aisnet.org/amcis2017/ISEducation/Presentations/26
Using Mobile Learning to Create a Reciprocal Peer Learning Environment
Larger learning environments can be found especially in higher education. They represent a challenge to teachers as they do not only exceed regular class sizes but also demand another teaching approach of them. Keeping up interaction, which is considered the basis of all learning, is hard to keep up, due to the number of students. One approach that is often considered is peer learning. It offers an opportunity to increase interaction and requires students to not only learn but also to teach. However, it is not easy to initiate peer learning in larger learning environments when most students act anonymously in them. Our created artifact called C4mpUs enables students to connect with other peers. It also enables teachers to initiate peer learning without investing too many resources. Lastly, it get students to work as frequently and willingly with newly acquainted peers as they would with someone they have previously known.