Peer-to-Peer Discussion in Large Groups

Peer-to-peer discussions offer students an environment that fosters a culture of collaboration, inspiring them to learn from each other. This dynamic way of learning engages students in open dialogue, encouraging an exchange of ideas and developing their skills in critical thinking.

Learning aims

  • To facilitate collaboration and underscore the importance of drawing inspiration from peers;
  • To engage students in open dialogue in which ideas are exchanged around a specific topic;
  • In synchronous discussions, to develop skills for actively participating in conversational, “on-the-spot” critical thinking;
  • To encourage students to develop new knowledge based on multiple perspectives;
  • To facilitate peer-to-peer feedback.

Tactics for interaction + some tool options

  • If facilitating a discussion in a large space like a lecture theatre, the conventional ‘think-pair-share’ model can be remarkably effective. Consider using a tool like PollEverywhere to invite individual student engagement as a prompt for discussion in pairs or small groups before building the discussion up to the scale of the entire cohort.
  • Various platforms can be used to support asynchronous peer-to-peer interaction, offering students flexibility and time to prepare their thoughts. These include Miro boards, Canvas discussion boards, FeedbackFruits or Perusall.
  • Online or BSL approaches to peer-to-peer discussions can allow for greater flexibility whilst allowing for wider participation or collaboration through annotation and/or virtual whiteboard. In either case, consider using Zoom breakout rooms to make discussion groups of a more manageable size (i.e., for “think-group-share” activities, debate preparation, etc.).

Things to consider

  • For students, participation in online discussion boards has been shown “to broaden their knowledge through sharing, exchange and debate of ideas” (Venkatesh Ma, 2019). This spirit of exchange should remain the primary objective. However, it requires some ground rules to be set in advance such that students are motivated and encouraged to voice their opinions—and understand the consequences of hateful speech, etc. This also implies that coordinators will need to review the content of discussion board posts.
  • Consider how to assess meaningful participation in discussion boards.
  • When facilitating a synchronous discussion online, coordinators should provide students with guidance about appropriate online behaviour. Avoid grouping students into pairs in case individual students are unable to attend or experience technical difficulties. Using "Jigsaw groups" and "problem-based learning" in online group discussions can also promote student interaction.

Examples

Several design and technical focussed subjects have successfully run inter-group sessions to bring students together across large subject cohorts. This package is an example of how Studio Epsilon | Fire organised and ran an inter-group session by adapting the format run in ARCH10002 - Construction as Alchemy and Master of Architecture Studios 6 and 25. Also known as “cross-pollination” or “date night”, preparation and scheduling of these sessions requires advanced organisation with sufficient notice given to the students (aim for a week before the session). This includes allocating exchanges between tutorial/studio groups.

Simon’s (2018) 10 tips for facilitating discussion boards and Lieberman’s (2019) approaches to online discussions offer useful guidance. Kim Vo has produced and shared a guide on Zoom’s features and functions.

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