KPI11: Students experience a subject that provides the opportunity for peer-to-peer interactions in the online space.
It is well accepted within the educational research community that well designed cooperative and collaborative learning activities consistently lead to measurable improvements in the learning performance of students when compared to traditional large group teaching strategies. The key benefit of this approach is the way in which it supports students in obtaining regular and timely feedback from their peers as they construct and articulate their own personal representation of the ideas and concepts within the subject. There are challenges in designing peer learning activities in an online context due both to the dispersed locations of the students and their personal time constraints. With modern synchronous and asynchronous technologies and the ubiquitous availability of internet enabled mobile devices many of the challenges traditionally encountered can now be overcome.
Aside from the well accepted learning benefits of peer learning approaches, the other key benefit is that they can help students to achieve the graduate outcomes relating to collaborative work which are now expected within most professional disciplines.
The minimum expectation for all CSU subjects with regard to peer-peer communication includes:
- the opportunity for student interaction is provided online, and there is evidence of student interaction within the space provided.