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Peer teaching in higher education: A review

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A student's colleagues often represent the least recognized, least used and possibly the most important of all the resources available to him. (Mackenzie et al., 1970).

Abstract

In the last decade, peer teaching has gained momentum in higher education. Socio-psychological, pedagogical, economical and political considerations have all contributed to this recent interest. A number of peer-teaching models including discussion groups led by undergraduate students, proctoring (PSI), student learning groups, the learning cell, and student counseling of students (parrainage) have evolved. Several issues and problems may confront the instructor who wants to use undergraduates as teachers: selection of student partner, functions of student teacher, cooperation vs. competition, the structure of the learning situation, preparation of the student teachers, benefits of peer teaching, the role of the professor, financial aspects and instructional facilities. The evidence reviewed suggests that peer teaching, best used in conjunction with other teaching and learning methods, has great potentials for both student “teacher” and student “learner”, especially if one seeks to enhance active participation and develop skills in cooperation and social interaction.

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Authors and Affiliations

  1. University of Lausanne, Switzerland

    Barbara Goldschmid

  2. Swiss Federal Institute of Technology, Switzerland

    Marcel L. Goldschmid

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  1. Barbara Goldschmid
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  2. Marcel L. Goldschmid
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Goldschmid, B., Goldschmid, M.L. Peer teaching in higher education: A review. High Educ 5, 9–33 (1976). https://doi.org/10.1007/BF01677204

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