Peer learning

During the last 30 years, Higher Education (HE) has changed a lot. In the Northern part of Europe, until the 1960s, the traditional universities dominated with the ideal of an elitist university with freedom of academic research, which implied searching for the truth, and with an approach to education as presenting research. After the 1960s, with the students' rebellion, the university culture changed. At the traditional universities, students started to formulate demands, and became critical of the decline of the dominant research paradigm. At the managerial level, students had more influence on the boards, and they also applied pressure to develop new educational models such as the project- and problem-based learning (PBL) models that were implemented in Bremen University in Germany, Maastricht University in the Netherlands, Linköping University in Sweden, and Aalborg and Roskilde University in Denmark. During the 1970s and 1980s, the predominant picture was still that of traditional universities, but the university system expanded because of increased enrolment numbers (Carter et al., 2003) Often in history, unexpected partnerships occur: one of these partnerships was between the students' movements and industry. Many of the students' criticisms and alternatives, such as peer learning and problem-based and project-based learning, went hand in hand with demands from industry. For example, Aalborg University in Denmark was established in 1974 as a PBL university, due to lobbying from industry as well as being a result of the students' movement. This partnership was founded due to the fact that the largest faculty at Aalborg University was the Faculty of Engineering. It has been well known that there is a need for the ability to manage projects and co-operate, particularly in the technological field

... from others), and Task Value (judgments of how interesting, useful, and important course content is to the student). ... We conducted MANOVA to determine the effect of PBL on students' self-reported use of learning strategies. We found a statistically significant mean difference ...

The literature review indicated that learning style has an important role in self-regulated learning process, so the purpose of this study was to examine relationship between cognitive learning style, a kind of learning style, and self-regulated learning strategies _resource management, help seeking, peer learning, effort regulation and metacognitive strategies. Participants were 170 undergraduate students (19-25 years old) who were registered in psychology courses in 2013 at Islamic Azad university Azadshahr branch. Measurement tools were the Group Embedded ) and Motivated Self-Regulated Learning Strategies Questionnaire (Pintrich, Smith, Garcia, &McKeachie,1991). Result showed distribution of all variables tends to normal distribution. Students' scores in all variables were about middle except resource management and help seeking. Path analysis with Amos 21 showed that cognitive learning style scores significantly affect only the students' help seeking strategy scores (path coefficient = -0/262), and the goodness of fit of model was adequate(CMIN=29/9, CMIN/DF=2/9, RMSEA=0/055. GFI=0/89 and AGFI=0/87).

Collaborative peer learning environments have received increasing attention in classrooms due to the potential for improving learning and achievement. Yet previous research shows that not all students benefit from the collaborative experience. This paper explores the nature of helping behavior within peer-directed small groups that may be most effective for learning, especially for students who have difficulty with the material. Drawing on examples from recent research on student learning in collaborative mathematics classrooms in a US middle school, we identify student behaviors that are necessary for effective help seeking and help giving, as well as responsibilities of teachers in establishing classroom conditions that bring about effective helping behavior. The findings show that effective help seekers ask precise questions, persist in seeking help, and apply the explanations received; effective help givers provide detailed explanations of the material as well as opportunities for help recipients to apply the help received, and monitor student understanding. These critical helping behaviors reflect the constructivist views embodied in Piagetian and Vygotskian perspectives on learning in social contexts. r

Collaborative peer learning environments have received increasing attention in classrooms due to the potential for improving learning and achievement. Yet previous research shows that not all students benefit from the collaborative experience. This paper explores the nature of helping behavior within peer-directed small groups that may be most effective for learning, especially for students who have difficulty with the material. Drawing on examples from recent research on student learning in collaborative mathematics classrooms in a US middle school, we identify student behaviors that are necessary for effective help seeking and help giving, as well as responsibilities of teachers in establishing classroom conditions that bring about effective helping behavior. The findings show that effective help seekers ask precise questions, persist in seeking help, and apply the explanations received; effective help givers provide detailed explanations of the material as well as opportunities for help recipients to apply the help received, and monitor student understanding. These critical helping behaviors reflect the constructivist views embodied in Piagetian and Vygotskian perspectives on learning in social contexts. r

The following paper describes learning processes that occurred in six classrooms of approximately 97 advanced and novice English composition students studying at an American university in the Middle East. The students came from multicultural backgrounds; including African, Middle Eastern, Asian, European and American. Due to scheduling issues (long breaks and accelerated lectures), students were highly encouraged to integrate technologies to extend their learning outside of the classroom and to develop collaborative learning groups. Assigned tasks required students to use a collaborative editor to provide support in synchronous and asynchronous learning contexts. Peer feedback on writing errors and content was requested. The learning objectives were to develop skills in locating and classifying data, summarizing literature, and reviewing and applying composition formatting and content information provided. Learners were expected to produce individual compositions in narrative form (Novice Writers) and academic report formats (Advanced Writers). Throughout the courses, self-correction of writing errors increased in quantity and quality. Autonomous Learning was evidenced in the individual compositions produced. Student Satisfaction was high with learning experiences across the groups described, as supportive of critical thinking and highly motivational. Retention and pass rates for the six courses reported were significantly higher than the average outcomes reported typically for those courses by the institution. A key factor in these successful outcomes appears to be the participation in online collaborative learning both self-directed and instructor assigned. Convenience factored greatly in what technologies were selected and used by individuals.

Statements of commitment to change are advocated both to promote and to assess continuing education interventions. Howevel; most studies of commitment to change have used self-reported outcomes, and self-reports may significantly overestimate actual performance. As part of an educational randomized controlled trial, this study documented changes that family physicians committed to make in their prescribing and then used third-party data to examine actual changes.

The past 20 years have seen a tremendous increase in the use of peer-directed collaborative group work both in classroom instruction and in assessments to give students an opportunity to learn from each other. Using examples drawn from a program of peer learning in middle school mathematics, this paper identifies a set of helping behaviors that best predict learning in collaborative small groups. Specifically, this paper describes conditions that must be satisfied for helping behavior to be effective and the responsibilities of students seeking help, students giving help, and teachers to make helping productive for learning.

This article gives an overview of a piece of qualitative research conducted at a women’s university in the United Arab Emirates. The aim of the study was to evaluate the English language peer tutoring programme in order to highlight benefits and challenges, and to make informed improvements. The study drew particularly on participant perceptions and observations of the programme. It identified various benefits for tutors such as learning through teaching and becoming more responsible while doing something worthwhile to help others. Benefits for tutees included improved levels of self-confidence and English language aptitude. The study also highlighted several challenges associated with the high dependence and low metacognitive awareness demonstrated by the tutees. In addition, tutors were not always able to offer appropriate assistance. Improvements to the programme could include increasing faculty involvement, improving tutee awareness of the aims of the programme, and providing additional assistance to tutors.

This study investigated online mentoring as a method of supporting inexperienced, geographically-dispersed Supplemental Instruction Leaders (SILs). Supplemental Instruction (SI) is an academic support program that employs successful senior students as SILs to facilitate regular peer learning sessions. Over 250,000 tertiary students attend SI each year worldwide (Arendale, 2002). Students who attend SI are more likely to succeed in their studies, achieve higher grades, and be retained at their institutions (Martin & Arendale, 1993). The Australian higher education sector has a need for initiatives like SI that support the success of non-traditional students (Bradley, Noonan, Nugent, & Scales, 2008); however such programs can be difficult to implement in multi-campus institutions (Winchester & Sterk, 2006). In this study, online mentoring was examined as a method of addressing some of the difficulties in supporting inexperienced SILs who are geographically isolated.

There is minimal research literature about the use of mentoring or community to support SILs, and none addressing the problem of supporting geographically-dispersed SILs. Online mentoring and community models have been used successfully in other contexts to support novices that are geographically isolated from potential mentors and their peers. SILs are different from mentees in most mentoring literature; traditional mentees are either career employees or students being mentored for their academic success. In this study, SILs are being supported for a part-time, fixed-term role that few intend to continue as a career.

The following research questions were investigated:
Research Question 1: What models are appropriate for mentoring geographically-dispersed Supplemental Instruction Leaders?
Research Question 2: In what ways does participation in an online SIL support program impact on mentors, mentees and community members?

The study consisted of two phases, each addressing the corresponding research question. In Phase 1, an exploratory qualitative study was conducted into the development of an online mentoring model for geographically-dispersed SILs. A new theoretical framework was developed from Social Learning Theory (Bandura, 1977) and Social Exchange Theory (Emerson, 1976; Homans, 1958) to inform the design of the model. This framework assisted in understanding how mentoring happens, and why mentors and mentees might participate in it.

In Phase 2 the model was investigated twice using a qualitative, multiple-case study methodology. There were 30 participants from six campuses of five Australasian universities in the first study, and 67 participants from 27 campuses of 25 academic institutions from three continents in the second study. Data were analysed using a deductive approach based on the theoretical framework. Key findings of this research were:

A model for the mentoring of geographically-dispersed SILs.

An understanding of the impacts of the model on participating SILs. Role modelling was found to be the component of mentoring most used for SIL development; this is interesting given Ensher, Heun and Blanchard’s (2003) proposition that “role modelling may be the function of mentoring that is least efficiently done in a virtual setting” (p. 273).

A set of design variables for the development and expression of mentoring models. These variables address an identified need in the literature for clarity in academic communications about mentoring.

A new theoretical framework for understanding mentoring. This framework provides a more comprehensive understanding of mentoring than either of its components.

This research has significance for online mentoring and higher education in general, and more specifically, the support of geographically-dispersed, part-time staff, such as SILs and university tutors or teaching assistants.

Various forms of peer, collaborative or cooperative learning, particularly small group activities, are increasingly used within university courses to assist students meet a variety of learning outcomes. These include working collaboratively with others, taking responsibility for their own learning and deepening their understanding of specific course content. The potential benefits of peer learning have long been recognised and are especially relevant today. However many existing assessment practices act to undermine the goals of peer learning and lead students to reject learning cooperatively. If assessment gives students the message that only individual achievement is valued, and that collaborative effort is akin to cheating, then the potential of peer learning will not be realised. Inappropriate assessment practices may also lead to unhelpful forms of competition within and between groups that prevent groups functioning effectively. This paper examines some of the main assessment issues in connection with peer learning and suggests ways in which the benefits of this approach can be maintained while still meeting the formal assessment requirements of the course. It discusses the use of group assessment, peer feedback and self assessment, assessment of participation and negotiated assessment and concludes with the identification of a number of issues which remain to be addressed.

Oslo University College, Faculty of Nursing places undergraduate students in peer learning partnerships: 3rd year students as tutors, and 1st year students as tutees during practical skill learning. A study was designed to investigate this peer learning project. One of the research questions in particular on the role of the tutors: How do 3rd year nursing students carry out their role as supervisors for 1st year students in the skills laboratory? The study had an exploratory design. Qualitative data was gathered by three members of a research team, using video recordings of the supervised sessions and focus group interviews with both 1st and 3rd year students. Data collection was repeated in 2006e2007e2008 in different groups of students. Four identified themes illustrate how the 3rd year students supervise during the performance of the procedures in the skills laboratory:

This study sought to investigate the effect of peer learning on attitude toward mathematics of the second year college students at the Pangasinan State University-Bayambang Campus. More specifically, it attempted to determine and compare the attitude toward mathematics of the students before and after their exposure to peer learning and conventional teaching strategy. The experimental method of research was used in the study particularly the pretest-posttest control group design. Valid and reliable researcher-made attitudinal scale was the data gathering instrument. Weighted mean, Mann Whitney U test, and Wilcoxon Signed Rank test were the statistical tools used in analyzing and interpreting the research data. The findings revealed that the students in the peer learning group had a significant change in their attitude after their exposure to the peer learning strategy which was not observed among those students in the conventional teaching group. Based on the findings, it is concluded that the students' attitude toward mathematics was improved when exposed to peer learning strategy. It is recommended that peer learning strategy should be used by mathematics teacher in order to improve the attitude toward mathematics of the students. Furthermore, further studies should be conducted to find out the effects of peer learning in other subject areas or other group of respondents or another peer grouping.

A number of health professional groups have been looking at alternative models to the traditional 1:1 model of practice education in order to meet the increasing shortage of practice placements for pre-registration students. One such model that has been explored recently is the 2:1 or collaborative model where one practice educator takes responsibility for the education of two or more students. This paper presents the findings of a small research study undertaken to explore facilitation of learning in 2:1 collaborative models of physiotherapy practice education, and focuses on the potential for reflection with particular emphasis on peer reflection within the collaborative model. The study adopted a qualitative approach. Semi-structured interviews were conducted with thirteen educators and eighteen third year physiotherapy students at a number of different NHS practice sites in southeast England. Additional focus groups were held with academic tutors and students at the end of the placement period. Findings from the study indicated that learning was facilitated in a variety of ways with students benefiting from peer learning and teaching approaches. Opportunities for peer reflection appeared to be increased in the 2:1 model. However, some practice educators highlighted the need for further guidance when promoting reflective practice. Further research into the role of reflection within 2:1 models and the facilitation of reflection during clinical education placements is needed.

Massification has resulted in larger classes and student/staff ratios. This has iumpacted on interaction between staff/students and thereby student engagement. Student engagement can significantly contribute to students' satification, achievement and retention. Activities that enhance student engagement include involvement in peer learning and student leadership opportunities. We will describe how a New Zealand University is currently developing and piloting these initiatives. We will argue that these can contribute to students developing not only more effective learning skills in the first year, but also expose them to opportunities to engage in student leadership opportunities in the second year and beyond. Where resources to enhance interaction between staff/students are often constrained, interventions drawing on peer student involvement are not only very effective but also contribute to institutions' commitment to developing life-long learning competencies and are in the end more sustainable.

Retention of engineering students from the freshmen year to the sophomore year is a concern of many engineering institutions. Also of concern is the ability of students to take knowledge learned in one application and transfer it to another application. To address these issues the Engineering program at the University of Tennessee at Chattanooga (UTC) has recently redesigned its freshmen Introduction to Engineering Design course (IED) to excite students to independently learn, to create an environment for peer learning, to increase student in-class and out of class participation, and to emphasize and connect the role of graphical communication in the design process. It is believed that these objectives are instrumental for exciting students about engineering, for increasing student retention, for motivating learning, and for improving students' knowledge transfer capabilities especially in the application of engineering design. This paper provides an overview of the UTC IED course, its objectives and project structure and how students use projects and technology, specifically, computer-based systems such as SolidWorks software to enhance learning.

Mathematics is a difficult subject, however, the researcher believes that Mathematics teaching can be made easy depending upon several factors like the teaching strategy in Mathematics instruction. This study investigated the effect of peer tutoring strategy on the students' achievement in Discrete Structures of second year college students at the Pangasinan State University Bayambang Campus, Philippines. More specifically, it attempted to determine and compare the achievements of the students exposed to peer tutoring and conventional teaching. The experimental method of research was used in the study particularly the posttest control group design. Two intact classes were randomly assigned to experimental and control group and were subjected to six weeks treatment period. Valid and reliable researcher-made achievement test was used as the data gathering instrument. The mean, standard deviation, skewness and analysis of covariance were computed to determine and compare the achievement of the two groups. The result of the study revealed that the students exposed to peer tutoring significantly achieved better than those exposed to conventional teaching. Based on the finding, it is concluded that the achievement of the students is enhanced when exposed to peer tutoring strategy. It is recommended that peer tutoring strategy should be used by mathematics teachers in order to improve the performance of their students in the subject. Furthermore, further studies should be conducted to find out the effect of peer tutoring in other subject areas.

Learning and teaching have been conceptualized and executed in many styles, such as self-learning, peer learning, and interaction between the learner and mentor. Today, openness to alternative ideas and embracing innovative approaches in nursing education are encouraged in order to meet students' learning interests and needs, and to address ever-changing healthcare requests. Problem-based learning has been widely adopted in nursing education, with various positive effects on students' learning, such as motivated learning, team work, problem-solving skills and critical thinking. Role-plays have been demonstrated as an effective learning strategy that includes an active and experiential feature that facilitates students' autonomy in their health-related learning. However, there is a lack of discussion of whether and how role-play can be used in problem-based learning (PBL). This paper shows the development of a classroom-based innovation using role-play in the PBL class for higher diploma year-one nurse students (a total of 20 students, five per group). This paper consists of five sections: a) the literature on PBL and nurse education, and role-plays as the innovation; b) the PBL case scenario with the illustration of the two role-play scripts, c) student evaluation on role-play in the PBL class; d) discussions on both achievements and limitations of this innovation, and e) the conclusion. It is hoped that this paper will be an example to other nurse educators who are keen on exploring interactive and student-driven learning and teaching strategies in the PBL class.

Computer-mediated communication is increasingly being used to support cooperative problem solving and decision making in schools. Despite the large body of literature on cooperative or collaborative learning, few studies have explicitly compared peer learning in faceto-face (FTF) versus computer-mediated communication (CMC) situations. In the present study, the effects of the use of cooperative FTF groups versus and CMC groups on the interactive behavior and task performance of 42 dyads of sixth grade Dutch primary school students working collaboratively on a mathematics task were examined. The results show the FTF dyads to provide significantly more high-level elaborations than the CMC dyads when solving the mathematics problems. In contrast, the CMC dyads provided about three times as many regulative utterances and about twice as many affective utterances as the FTF dyads. The FTF dyads attained higher performance scores than the CMC dyads, and they were also relatively more satisfied with their cooperation.

The benefits of engaging students in reflective practice through a process of peer learning and peer assessment are said to include increased awareness of the quality of their work, increased self reflection on their learning and on their performance as peer evaluators, improved student learning outcomes and the development of life long learning skills. Despite these potential benefits, several studies have reported unfavourable student attitudes to peer assessment, including student fears about the effects of rivalries and competition, a lack of confidence about their qualifications to carry out the work, doubts about their ability to be objective and lack of training for the task. The literature also reports various strategies that can be adopted to address these concerns, such as the provision of training for students and tutors in self, peer and collaborative assessment, and ensuring students understand the benefits to be gained from participation in the assessment process. This paper explores the potential of these alternative assessment models by drawing on the experience of the authors who have employed collaborative formative peer review and peer assessment in their undergraduate media arts courses over the last three years. The benefits for students and teachers engaged in a process of reflective practice are reported as well as the challenges in moving from formative review to a peer assessment approach. In the concluding section of the paper, the authors discuss suggested strategies aimed at addressing the identified challenges and facilitating student engagement in the peer assessment process.

This article explores project-based cross-cultural and cross-institutional learning. Using Web 2.0 technologies, this project involved more than 240 students and eighteen academic staff from seven international universities.The focus of this article relates to a project-based learning activity named The Gift. At each institution the students formed small local project teams that were paired with teams of students from one of the other collaborating universities. The findings suggest that the majority of students perceived this activity facilitated their learning, especially in the development of virtual teamwork and communication skills. The article discusses findings related to peer learning in relation to information and communication technologies and cross-cultural communication. It concludes by evaluating the validity of underlying assumptions.

The Telemachus Ancient History Mentor Program (informally known as Tele's Angels) has been offering peer-led transition services to first-year students at Macquarie University since 2002. Tele's Angels volunteer Mentors create a 'learning community' by providing their first-year colleagues with transition assistance, academic support and resources, and networking for and amongst students and staff. Individual mentoring is offered, as well as free peer-support services which focus on developing academic skills and building social networks. The program also focuses on student leadership -a key objective is that Mentors themselves are beneficiaries of all activities, embodying the program motto: "to give is to receive". It is timely to report Tele's Angels' experiences to a wider audience and offer practical guidelines to those wishing to develop and implement subject-specific academic mentoring programs for first-year students in their own institutions.

Driven by questions about whether final-year project work truly facilitates autonomous learning, the authors conducted a pilot study to examine whether collaborative learning could challenge authority-dependence in a small sample of final-year psychology students (N = 20). Student engagement was observed in six structured collaborative learning sessions and students' evaluation of them was collected with regards to how useful the sessions were to them and the extent to which they felt able to contribute. Findings indicate that students benefited from the general support afforded by the group and were willing to learn from each other, except when faced with uncertainty about reliability of peer advice or with unequal contributions from group members. Notably, students were defensive about research decisions made with their project supervisor. This study offers tentative evidence that collaborative learning can address student anxieties about independent work, but that it does not necessarily challenge authority-dependence.

The poor assimilation of ICT in formal education is firmly rooted in models of learning prevalent in the classroom which are largely teacher-led, individualistic and reproductive, with little connection between theory and practice and poor linkages across the curriculum. A new model of classroom practice is required to allow for creativity, peer-learning, thematic learning, collaboration and problem solving, i.e. the skills commonly deemed necessary for the knowledge-based society of the 21st century. This paper describes the B2C model for group-based, technology-mediated, project-oriented learning which, while being developed as part of an out of school programme, offers a pragmatic alternative to traditional classroom pedagogy.

It has been estimated that 85.5% of school aged children own a mobile phone in the UK from which 29% of them access the Internet. It is assumed that this ownership provides the children with the opportunity to establish and maintain social connections with their fellow peers. According to Vygotsky’s Social Development Theory this social interaction with peers plays a role in children’s cognitive development that has been exploited in modern educational systems in various ways.
This ongoing research aims to make further use of this association between ownership of mobile devices, social interaction and learning by ultimately introducing a technological solution for children to communicate with their peers and access peer generated content. It will investigate whether the mobility and the information source; peer versus non-peer, enhances children’s learning. Two separate investigations have been conducted, so far, to determine the sources and the tools children use to obtain support for their learning. A survey of 74 Key Stage 3 children and two focus group sessions with 34 similar age children found that they actively use technologies, such as Facebook, SMS and email, to establish peer interaction.

• This paper presents the results of a study conducted among pre-service home economics teachers from the Faculty of Education of the University of Ljubljana with different levels of practical experience in teaching. The pre-service Home Economics teachers in the 3rd year of their studies had just completed their first class of teaching experience in contrast to the pre-service teachers from the 4th year of their faculty studies, who had conducted more teaching lessons. The results showed that the 4th-year pre-service teachers had fewer doubts and problems concerning the planning and conducting of a lesson. They also statistically significantly agreed that they are sufficiently prepared to teach than the 3rd-year pre-service teachers are. The results showed that the majority of the pre-service teachers agreed that the feedback from their colleagues was helpful for their professional development. The results suggest the importance of practical teaching experience in the context of professional development and the intention to continue a career in education. However, the results also revealed some critical points in the teacher's development of competen-cy. The results suggest problems related to the application of theoretical knowledge on the children's development in practice and problems related to classroom management in specific situations.

This article discusses a two-phase demonstration project focused on the implementation of the Network for the Improvement of Addiction Treatment model of process improvement among substance abuse treatment providers in Los Angeles County, California. A total of 30 Change Teams from 12 county-contracted treatment agencies planned and executed one or more rapid-cycle change projects to reduce wait time to treatment, reduce no-shows to scheduled appointments, increase admissions, or improve continuation in treatment. The findings and lessons learned illustrate the importance of a concrete and straightforward methodology and consistent peer-to-peer interaction provided in a learning collaborative environment. In addition, both ongoing technical assistance and coaching are essential for successful implementation of this innovative, low-cost, evidence-based process improvement strategy. To address these program performance issues, a team of LA County government leaders, community advisors, and University of California, Los Angeles (UCLA) researchers and technology transfer specialists collaborated with process improvement experts to implement an effort aimed at addressing issues related to access, engagement, and retention problems. Process improvement strategies have been increasingly utilized in a range of organizational settings, including automobile manufacturing, service industries, and health care to enhance the "customer's experience" and improve business efficiency (Gustafson,

This paper reports the results of a pilot study conducted on a Cuban Higher Education setting. A classroom of twenty students of the Sciences of Information career at Central University "Marta Abreu" of Las Villas (UCLV 1 ) was inquired during the use of a wiki tool supporting a research workshop in the course of Databases Theory (DBT). The purpose of this study is to test the following hypotheses: (1) the collaboration supported by social software reinforces the peer relationships among the students of the class and (2) improves the time efficiency of the students and instructors (stakeholders) participating in these collaborative activities. A survey and several interviews were conducted to gather data about the social network the students formed for studying DBT, and about the time they spent on that. The results of these instruments were contrasted with the results of an observation conducted during the collaborative activities. The data of the students' achievements and social network state using the wiki tool were compared to similar data from other two precedent, non-wikisupported research workshops. The use of the wiki tool was found effective to reinforce the peer learning relationships, and consequently, to improve their achievements on the subject. Finally, the time spent for accomplishing the collaborative learning activities did not decrease significantly during the use of the social software.

Minority student attrition and underachievement is a long-standing and widespread concern in higher education. It is especially acute in introductory science courses which are prerequisites for students planning to pursue science-related careers. Poor performance in these courses often results in attrition of minorities from the science fields. This is a particular concern at selective universities where minority students enter with excellent academic credentials but receive lower average grades and have lower retention rates than majority students with similar credentials. This paper reports the first year results of a large scale peer-facilitated workshop program designed to increase performance and retention in Biology, Chemistry, and Physics at a selective research university. After adjusting for grade point average or SAT-Math score, workshop participants earned higher final grades than nonparticipants in Biology and Chemistry, but not in Physics. Similar effects on retention were found. While, positive effects of the program were observed in both majority and minority students, effect sizes were generally largest for minority students. Because of practical constraints in Physics, implementation of the program was not optimal, possibly accounting for the differential success of the program across disciplines.

The present paper presents an eight-week project which promote the language learning of primary school children using reciprocal peer learning with the support of the ICT .The project connected Spanish-speaking English-language learners in Catalonia with Englishspeaking Spanish-language learners at a Scottish primary school. Each week, the children wrote or corrected a text, depending on their role, tutor or tutee, and sent messages to their peers. Before, during and after the intervention, data was collected in order to analyze the children's improvements. The results of this study show how Internet technology can be leveraged with reciprocal peer tutoring to enhance first and foreign language learning. The project has given the children the opportunity to exchange cultural knowledge and to see the differences as a positive resource for learning.

Among many studies about students' use of portfolios much focus is on assessment and the need to document learning processes in distance education, both from a teacher perspective. This paper focuses more on students' attitudes towards learning and learning process, why it is important, and it also introduces some methodology to support the students to bridge the responsibility gap that is experienced among new students at many universities. Responsibility is not only to focus on the result but also on the process, which students tend to neglect. Really shifting focus towards the learner, aside from proper methods and tools, is essential. We have implemented dialogue sheets as a method and tool for freshmen students, with the aim to create a positive atmosphere for peer learning where the focus is on the learning process. We encourage students to reflect upon why, what and how they learn to help them manage as life-long learners. The study has been performed at the Royal Institute of Technology (KTH) with the students at the Media technology program. The effect of the dialogue sheets is visible in students showing greater and better performance and participation in classes and in teamwork. Also an increased awareness and willingness to reflect is noted. The study made is important when understanding the fundamental mechanisms of the learner in relation to motivation and reflection. It can be useful when developing and implementing technological tools as support for reflection and learning process focus.

This article discusses a two-phase demonstration project focused on the implementation of the Network for the Improvement of Addiction Treatment model of process improvement among substance abuse treatment providers in Los Angeles County, California. A total of 30 Change Teams from 12 county-contracted treatment agencies planned and executed one or more rapid-cycle change projects to reduce wait time to treatment, reduce no-shows to scheduled appointments, increase admissions, or improve continuation in treatment. The findings and lessons learned illustrate the importance of a concrete and straightforward methodology and consistent peer-to-peer interaction provided in a learning collaborative environment. In addition, both ongoing technical assistance and coaching are essential for successful implementation of this innovative, low-cost, evidence-based process improvement strategy. To address these program performance issues, a team of LA County government leaders, community advisors, and University of California, Los Angeles (UCLA) researchers and technology transfer specialists collaborated with process improvement experts to implement an effort aimed at addressing issues related to access, engagement, and retention problems. Process improvement strategies have been increasingly utilized in a range of organizational settings, including automobile manufacturing, service industries, and health care to enhance the "customer's experience" and improve business efficiency (Gustafson,

Systematic steps of language teaching and learning would enhance students' capacity and accelerate language learning. This paper explained 8 steps of systematic process in language teaching and learning in the classroom. The 8 steps are (i) proper lesson plan, (ii) interesting set induction, (iii) lesson message with (iv)constructive responses, (v) group discussion, (vi) correction and additional input from teacher, (vii) assessment on teaching outcome, and (viii) conclusion/homework. These eight steps of language teaching and learning process would consider 4 pedagogical factors in its implementation; (i) creativity: to have the ability to produce, innovate and improve, it is a commitment to transference new knowledge and generates new ideas (ii) reflectivity: the system implemented should always be studied, evaluated and improved in terms of teaching, learning and school administration, it is the awareness of teachers in synchronized teaching and learning with students learning styles (iii) reciprocity: giving, taking and co-operating, teachers encourage participation among teammates in a collaborative way. Peer learning and sharing in groups will enhance self-directedness and value teammate's (iv) responsible: one's success would be achieved with the feeling of deep responsibility as in Sunnah of the Prophet SAW. Effective teaching requires substantial commitment to content and subject. Teachers must have sense of responsibility towards the level of understanding of the students. Responsible engages students with left brain. Once the systematic steps and using of ICT were applied in the systematic teaching and learning, the knowledge taught becomes more understandable and students could gain more experience and enable them to achieve the objectives of language teaching and learning in the classroom.