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Peer pressure and web-based peer learning: an exploratory case study.

Xiaodong Zhang1

  • 1School of English and International Studies, Beijing Foreign Studies University, 3rd Ring Road North, Haidian District, Beijing, China.

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|January 30, 2023
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Summary
This summary is machine-generated.

Peer pressure in web-based peer learning (WPL) evolved gradually among university students. While initially varied, students adapted, finding WPL peer pressure ultimately beneficial despite mixed initial impacts.

Keywords:
Peer learningPeer pressureReading literacyUniversity studentsWeb platform

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Area of Science:

  • Educational Technology
  • Social Psychology

Background:

  • Web-based peer learning (WPL) is increasingly used in higher education.
  • Understanding the social dynamics, such as peer pressure, within WPL is crucial for effective implementation.

Purpose of the Study:

  • To investigate the influence of peer pressure on student participation in web-based peer learning.
  • To explore the process, causes, and impact of peer pressure in a WPL environment.

Main Methods:

  • Qualitative analysis of interviews with 15 university students over one semester.
  • Researcher's observational notes on student learning activities within the WPL setting.

Main Results:

  • Peer pressure emerged gradually and was perceived differently by students at various stages.
  • Technological factors (platform openness) and non-technological factors (academic disparities) significantly influenced peer pressure.
  • Students generally adapted to peer pressure, with self-motivation also playing a role.

Conclusions:

  • Student experiences with peer pressure in WPL are a gradual process with multifaceted origins.
  • Despite initial negative or positive influences, peer pressure in WPL ultimately had a positive impact on students.
  • Adaptation and integration of peer pressure contribute to the overall learning experience in WPL.