Investigating a peer-learning model that encourages student communication and interaction in an online learning environment: a qualitative approach

Abstract

Modern Learning Management Systems (LMSs) have their roots in the Programmed Logic for Automatic Teaching Operations (PLATO) learning system created in the 1960s. Since then, they have evolved to encapsulate a plethora of new features. Despite this, research shows that many students use only the basic features of LMSs while neglecting their capabilities for communication. Literature indicates that primary reasons for this include teaching authorities dictating the usage of a given LMS, student fears of stating an unpopular opinion, and students not finding LMS communication systems satisfying to use. This research aimed to develop a peer communication system (Quizzle) based on a conceptual peer-learning model. The system was intended to make the students the primary authority of the system and was designed such that it would be interactive and fun to use. To evaluate the system, Year 3 and 4 students of the University of Guyana were invited to interact with the system over two weeks. Interviews with the students were then conducted to determine their perspective of the system. Thematic analysis was performed on the data collected. The data revealed that the participants responded positively to the implemented system. Many found that it facilitated peer interaction, was an anxiety-free experience, helped to build social skills, and helped to promote independent learning.