Peer-to-peer learning is an instructional approach in which students learn from and with one another through structured or informal interactions. Instead of relying solely on the teacher as the primary source of knowledge, learners collaborate, discuss ideas, give feedback, and solve problems together. This approach is grounded in social constructivist theory, which emphasizes that knowledge is constructed through social interaction and shared experiences (Vygotsky, 1978).

Peer-to-peer learning can take many forms, such as group discussions, peer teaching, collaborative projects, peer assessment, and study groups. Research suggests that peer learning promotes deeper understanding, critical thinking, communication skills, and learner autonomy (Topping, 2005). By explaining concepts to peers, students clarify their own understanding, while receiving feedback from classmates helps them identify misconceptions and alternative perspectives.

Example

An example of peer-to-peer learning occurs in a university writing class using peer review workshops. Students exchange draft essays and use a rubric to provide constructive feedback on content, organization, and clarity. Through reviewing peers’ work, students learn to apply evaluation criteria and reflect on their own writing strategies. At the same time, receiving feedback from classmates allows students to revise and improve their work before final submission. This collaborative process enhances both writing quality and learner engagement.

In a K–12 setting, peer-to-peer learning may involve think-pair-share activities, where students first think individually about a question, discuss their ideas with a partner, and then share insights with the class. This structure encourages participation and supports diverse learners.

Visual and Media Examples

• Diagram illustrating peer learning interactions:

https://www.researchgate.net/figure/Peer-learning-model_fig1_312123456

• Short video explaining peer learning in classrooms:

https://www.youtube.com/watch?v=Z0s8xZxEJ7Q

References

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645.

https://doi.org/10.1080/01443410500345172