Title:	PEER LEARNING IN AN ICT-ENHANCED ENVIRONMENT TO DEVELOP REFLECTIVE PRACTICE
Author(s):	Mala-Maung, Michael Haneline, Azman Abdullah, Norhasliza Hashim, Zoraini Wati Abas
ISBN:	978-972-8939-77-9
Editors:	Piet Kommers, Tomayess Issa and Pedro Isaías
Year:	2012
Edition:	Single
Keywords:	Assessment, computer-assisted learning, peer-assisted learning, self-directed learning.
Type:	Full Paper
First Page:	183
Last Page:	189
Language:	English
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Paper Abstract:	Institutes of higher education increasingly encompass reflective and self-directed learning (SDL) for healthcare professional training, and different strategies have been explored to inculcate the traits that are necessary for SDL. Peer learning is a powerful SDL tool as it enhances self and collaborative learning, helps in understanding subject matter, and promotes reasoning and problem-solving skills. Computer-assisted learning in an ICT-enhanced environment greatly promotes SDL as it allows learners to take learning into their own hands, at their own pace and own time. Thus peer learning in an ICT-enhanced environment is envisaged to be increasingly incorporated into curricula of higher education institutes. This learning modality places autonomy, accountability, and responsibility in the students’ hands and thus it is imperative to elucidate the thoughts and actions of students subjected to peer learning. This longitudinal study was conducted to determine the perception and practice of peer learning and assessment in Chiropractic students studying in an innovative, ICT-enhanced environment at a multi-professional university. Analysis was made on quantitative and qualitative data obtained from a questionnaire survey and assessment of students’ essays by self, peers, and lecturer. Generally, students were in favour of peer learning and appreciated the advantages associated with peer learning which included opportunities for reflection, assessment of assignments, making judgments, and learning with peers. Challenges identified by the students included lack of experience and the difficulty in judging peers. However, on the whole, a more positive attitude towards, and a greater confidence in practising, peer assessment was seen in students as they progressed through the semesters. The study also noted that students tended to over-mark self and peers as compared to the lecturer. Factors that may be contributory towards the findings and possible solutions that may enhance confidence and expertise in students were discussed.
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