Peer-created videos for hybrid learning
Engineering students in hybrid/online courses highly rated peer-created problem videos, with Student-Teachers reporting motivation gains and learners preferring peer content to traditional lectures.
Source
Tackling the challenge of peer learning in hybrid and online universities
Study at a glance
- Design
- Other — Two-year peer-learning project with Student-Teachers creating supervised problem videos
- N
- N=78 · 78 Economics and Business engineering students across 2020/21–2021/22
- Population
- Engineering students in hybrid/online economics and business courses
- Outcome
- Ratings of peer-created problem videos vs traditional lectures and motivation gains
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Inspect source passages
Peer-created videos for hybrid learning
These passages occur verbatim in the stored paper text. They support the points listed below; they do not verify every statement in the explanation.
78 engineering students participated.
78 engineering students on the course Economics and Business volunteered to take part in the project over the academic years 2020/21 and 2021/22
What problem does the paper target in hybrid/online teaching?
online peer learning is one of the main challenges in hybrid learning instruction
What they did
Over two academic years, 78 Economics and Business engineering students joined a peer-learning project as Student-Teachers (recording supervised solution videos) or Student-Learners (using the video bank), then completed Likert surveys analyzed with Kruskal-Wallis tests.
What they found
Students valued the activity highly and preferred peer-created video content to traditional lectures; Student-Teachers especially linked the role to motivation and retention. Some age-group differences in ratings appeared.
The limits
What it doesn't show
Voluntary participation and self-report ratings cannot prove peer videos cause higher exam scores versus instructor content alone.
Key terms
- Peer learning
- Learners with similar backgrounds teach and learn with one another rather than only from instructors.
- Student-Teacher
- Student who records videos explaining solved problems for peers.
- Student-Learner
- Student who uses peers’ videos as learning resources.
- Student-generated content
- Learning materials produced by students, here supervised problem-solution videos.
- Hybrid/online university teaching
- Courses delivered with substantial remote or blended components.
- Kruskal-Wallis test
- Non-parametric test comparing Likert ratings across groups.
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Quiz yourself
What intervention did students experience?
Common questions
How many students took part?
78 engineering students across 2020/21 and 2021/22.
What did Student-Teachers do?
Recorded supervised videos explaining solved economics/business problems and supported forums.
What did learners prefer?
Videos with peer-created content over traditional lectures, per high mean ratings.
Was it an RCT of exam scores?
No—it centers on participation roles and survey evaluations.
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