Relevant bibliographies by topics / Peer discussion

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Peer discussion'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Peer discussion"

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Sonne, Christian, and Aage K. O. Alstrup. "Discussion: Peer-review under siege." Science of The Total Environment 651 (February 2019): 1180–81. http://dx.doi.org/10.1016/j.scitotenv.2018.09.297.

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Chadha, Anita. "Peer Interactions." International Journal of Online Pedagogy and Course Design 8, no. 3 (2018): 1–17. http://dx.doi.org/10.4018/ijopcd.2018070101.

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The focus of this article was to evaluate a specifically designed digital learning peer-interactive strategy through an e-collaborative web project for reflective engagement with each other and associated academic materials. Data was taken from one semester of participation in an e-collaboration assessing student peer discussions in politics from two introductory American politics classes across two geographic regions of the country. Significant findings reveal that the interactive discussion forums in this e-collaboration engaged students in an academically reflective peer-student and peer-content interactions over the entire semester. The implications of this study are immense, in that a carefully designed digital learning strategy, an e-collaboration, does extend peer deliberative discussions into the virtual hallway, enhancing student deliberative performance. This is one that can be used to complement a variety of disciplines and is a concern to researchers, educators, and universities.
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Kim, Seon Kyung. "The Analysis of Peer-Peer Interaction Through L1 Group Discussion." Foreign Languages Education 28, no. 3 (2021): 29–51. http://dx.doi.org/10.15334/fle.2021.28.3.29.

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Hanselman, Kathy, and Leping Liu. "Characteristics of Initial Posts and Peer Engagement: Density Score Analyses for Social Presence in Online Discussions." Journal of Educational Technology Development and Exchange 14, no. 2 (2021): 41–74. http://dx.doi.org/10.18785/jetde.1402.03.

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A common activity in online courses that allows for student interaction is the asynchronous discussion; however, discussions do not inherently lead to meaningful engagement among students. This study explores how the moves that students make in their initial discussion posts influence the emotional engagement of their peers in response posts. 1500 asynchronous online discussion messages were collected from an undergraduate online course offered at a western state university. 608 online discussion threads were analyzed to determine how the characteristics of initial posts are associated with the engagement in peer responses. Six characteristic variables from initial posts were identified and analyzed. Density scores for social presence categories and indicators were calculated as the measure of the emotional engagement in the response posts. Results suggest that three characteristic variables in initial posts significantly influence the emotional engagement of peers in the response posts.
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Relling, Alejandro E., and Mauricio J. Giuliodori. "Effect of peer instruction on the likelihood for choosing the correct response to a physiology question." Advances in Physiology Education 39, no. 3 (2015): 167–71. http://dx.doi.org/10.1152/advan.00092.2014.

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The aims of the present study were to measure the effects of individual answer (correct vs. incorrect), individual answer of group members (no vs. some vs. all correct), self-confidence about the responses (low vs. mid vs. high), sex (female vs. male students), and group size (2–4 students) on the odds for change and for correctness after peer instruction in a veterinary physiology course ( n = 101 students). Data were assessed by multivariable logistic regression analysis. The likelihood for change after peer instruction increased when the confidence on an individual answer was low ( P < 0.01), when the answer was incorrect ( P < 0.01), and when group members had different responses ( P < 0.01). The likelihood for correctness after peer instruction increased when the confidence in group answers was high ( P < 0.01), when the individual answer was correct ( P < 0.01), and when at least one of the group members had the correct response ( P < 0.01). After peer discussion, more changes were from incorrect to correct responses than vice versa (72% vs. 28%, P < 0.01). Changes to correct answers occurred after discussion with peers having both the correct individual response (76% of times) and also the incorrect individual answer (24% of times). In conclusion, the benefits of peer instruction are due to students having correct answers generally prevail in discussions. Also, students who all have incorrect answers can get the correct answer through debate and discussion.
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Muneeb, Faiza, Akber Ali, and Sana Mehmood. "AN INVESTIGATION OF PEER-TO-PEER ONLINE HEALTH COMMUNICATION: PERSPECTIVES OF PAKISTANI ADOLESCENT GIRLS." Pakistan Journal of Social Research 03, no. 02 (2021): 82–93. http://dx.doi.org/10.52567/pjsr.v3i02.207.

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Online communication has already replaced the traditional means of communications as it offers a great platform for boys and girls to have discussions on various topics including health issues. The objectives of the study were to examine the peer-to-peer online communication about the healthy lifestyle of Pakistani teenage girls. The study was qualitative in nature, which investigates experiences and reasons for using online tools by Pakistani teenage girls for discussing healthy lifestyles. For this purpose, (10) semi-structured interviews of Pakistani teenage girls were conducted. The results revealed that physical and mental health is positively affected by sharing experiences with online peers. Obtaining information, getting emotional support, sharing, and exchanging personal health problems and issues using online communication proved to be beneficial for teenage Pakistani girls. However, evaluation of positive results of online peer to peer communication on health-related topics is still attainable. One of the reasons for Pakistani teenage girls to seek a healthy lifestyle online is cultural barriers, expensive medical treatments, not consulting nutritionists, and unavailability of medical centers in Pakistan. Having a greater amount of discussion with the peer’s online, emotional support, trust, self-esteem extensively related to Pakistani girl’s perception. A positive environment and eminence of social and emotional support through online groups can yield good results on the health of an individual. Keyword: Online Communication, Health, Teen Age Girls, Pakistan, Mental Health
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Lishchynska, Maryna, Catherine Palmer, and Julie Crowley. "Rearranging equations: (concepts – misconceptions) × peer discussion." MSOR Connections 18, no. 3 (2020): 30–41. http://dx.doi.org/10.21100/msor.v18i3.1053.

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Transposition of formulae (also known as rearranging equations and changing the subject) is a skill vital for professionals in many fields of science and engineering. It is however a topic with which many students, and particularly students of weaker algebraic competency, struggle and often do not master sufficiently. This paper proposes an intervention strategy for improved teaching and learning of transposition of formulae at third level. The intervention aims to address three key issues thought to inhibit students’ understanding of the topic: (1) a lack of conceptual understanding of equations and equality, (2) prior misconceptions and (3) a fast paced learning environment that does not account for diversity in knowledge and aptitude. The strategy consists of three hour-long lesson plans that emphasise conceptual understanding while also dispelling the relevant misconceptions, using a peer discussion teaching model as a vehicle for consolidating and propagating the right concepts. To account for diversity in prior knowledge and aptitude an online tutorial on the topic of transposition has been developed using an online e-assessment platform that allows students to practice at their own pace and receive instant feedback as they progress.
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Ismail, Nyak Mutia, and Sri Wahyuni. "Peer-Discussion in TOEFL Preparation Class." IJEE (Indonesian Journal of English Education) 4, no. 1 (2018): 63–70. http://dx.doi.org/10.15408/ijee.v4i1.4837.

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ABSTRACT The aim of this study was to see whether the technique of peer-discussion during the TOEFL preparation class benefits the students in increasing their score in Section Two of TOEFL Test, Structure and Written Expression. According to Porter et al. (2001), during the process of students’ interaction with their peer(s), students have more open chances to ask conceptual questions; and as their peer(s) respond, they can understand more correctly and individually the questions. This study adopted quasi-experimental design involving one class consisting of 24 second semester college students at Economics Faculty, Syiah Kuala University, Aceh, Indonesia. The result showed that the technique posed positive result on the students’ score in Section Two of TOEFL. The findings revealed that the Ha is accepted for the tvalue is 0.37 (df 22, α=0.05, -0.404 ≤ t ≥ 0.404 ). Also, it is significant for the sigvalue is 0.9 (sigvalue ≥ α=0.05). Hopefully, the result can contribute to the theoretical gap in the TOEFL domain since there have not been many experimental studies about this technique used in TOEFL class. The technique indeed helps the students in overcoming the problems that they face in the Section Two of TOEFL. Besides, it can also boost their motivation in preparing for the TOEFL test. ABSTRAK Tujuan dari studi ini adalah untuk melihat apakah diskusi dengan teman selama kelas persiapan TOEFL dapat memberi manfaat kepada siswa dalam meningkatkan skor mereka di bagian kedua tes TOEFL, yakni Structure and Written Expression. Seperti dikatakan oleh Porter et al. (2001) bahwa selama proses interaksi dengan teman, siswa mempunyai lebih banyak kesempatan untuk menanyakan pertanyaan konseptual; dan diwaktu mereka merespon, mereka mampu untuk mengerti dengan lebih baik dan secara individu pertanyaan tersebut. Studi ini menggunakan desain quasi-experimental yang melibatkan satu kelas yang terdiri dari 24 siswa dari semester 2 di Fakultas Ekonomi, Universitas Syiah Kuala University, Aceh, Indonesia. Hasil penelitian ini menunjukkan bahwa teknik ini mempunyai hasil positif terhadap skor siswa dalam bagian kedua tes TOEFL. Hasil yang didapat menerima Ha dengan nilai t 0.37 (df 22, α=0.05, -0.404 ≤ t ≥ 0.404 ). Dan hasil ini juga signifikan dengan nilai signifikansi 0.9 (sigvalue ≥ α=0.05). Diharapkan hasil dari studi ini dapat memberi kontribusi kepada kajian teoritis dalam karena masih belum banyak studi eksperiment tentang ini dalam pengajaran TOEFL. Teknik ini mampu membantu siswa dalam menghadapi masalah dalam TOEFL di bagian kedua. Di samping itu, teknik ini juga mampu meningkatkan motivasi siswa di dalam menghadapi tes TOEFL. How to Cite: Ismail, N. M. Wahyuni, S. (2017). Peer-Discussion in TOEFL Preparation Class. IJEE (Indonesian Journal of English Education), 4(1), 63-70 doi:10.15408/ijee.v4i1.4837.DOI: http://dx.doi.org/10.15408/ijee. v4i1.4837
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Stragier, André. "Journal Club Discussion Summary peer review." EDTNA-ERCA Journal 27, no. 4 (2001): 215. http://dx.doi.org/10.1111/j.1755-6686.2001.tb00184.x.

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Candel, Ingrid, Amina Memon, and Fatma Al-Harazi. "Peer discussion affects children's memory reports." Applied Cognitive Psychology 21, no. 9 (2007): 1191–99. http://dx.doi.org/10.1002/acp.1355.

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Dissertations / Theses on the topic "Peer discussion"

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Chau, Wai-che. "The effectiveness of student discussion in primary 6 mathematics lessons." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35325914.

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Hewitt, Elizabeth. "Teachers thinking about and using peer group discussion in primary science." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/38093.

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The teaching of primary science is a demanding enterprise and teachers are encouraged to use peer group discussion tasks in order to engage pupils and support the development of understanding. However, drawing on this strategy and exploiting the power of group talk in science is challenging. The principal aim of embarking on my research was to seek understandings of the routine ways in which primary teachers are able to facilitate productive group talk. This exploratory, qualitative case study incorporates a structured examination of classroom practice with regard to peer group discussion. The participants were three teachers from different English primary schools and their classes of 8-9 year olds. The fieldwork was conducted over the course of an academic year and interviews were carried out with teachers at the beginning and end of this phase. Observations of classroom practice were made at regular intervals through the year and audio recording of pupils’ group discussions were taken. Based on the premise that exploring teacher thinking provides a useful tool for understanding how teachers navigate tricky areas of practice, such as facilitating productive peer group talk in science, oral diaries were used to capture the post lesson reflections of teachers. Alongside these methods, group interviews revealed pupil perspectives on the learning through talk. Rich descriptions of classroom practice woven with participant perspectives reveal situated understandings of teachers and pupils using group talk in science and they illuminate the wide-ranging implicit challenges faced. This story of teachers’ shifting epistemological beliefs through the routine use of peer group discussion provides a contribution to knowledge by extending our understanding of some factors which may constrain and promote routine talk opportunities in science. The research findings have implications for professional development programmes which aim to promote dialogic pedagogy in primary science classrooms.
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Gélat, Mona. "Peer interaction, cognition and argumentative writing (Key Stage 2 children)." n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=116.

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Sikka, Denzil. "NORA : no one revises alone : classroom web application facilitating peer feedback & discussion." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/91869.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, February 2014.<br>Cataloged from PDF version of thesis. "December 2013."<br>Includes bibliographical references (pages 47-49).<br>Peer-to-peer interactions, either through discussion forums or the peer review process, provide students with essential articulation skills as they reflect and respond to the ideas of others. Unfortunately, many students lack confidence in the value of their thoughts and feedback, or students experience difficulty maintaining interest in a peer's thoughts/ideas, which results in a lack of motivation to participate or in comments that are overly superficial, flattering, or brief. The interactive application NORA emphasizes that no one reviews alone by allowing the users to write comments and then combine, like, and rearrange them on a large canvas as they analyze a piece of work, examine a topic, or provide feedback. Thus, NORA facilitates the peer review and discussion process, addressing the challenges faced by students. NORA's visual-oriented interface novel in how it presents content to the students in smaller pieces, allows several threads of comments to be seen at the same time, and provides for easy interaction between users as they write or combine comments, guiding them through specific learning goals chosen by the instructor. Targeted at college students, the application was tested in two different classes, Rhetoric and Communication and Spanish /, with different classroom activities that are typically done orally with extensive class discussion. In both classes, students analyzed the subject matter and reviewed the medium as they responded to the comments of each other and the guidelines provided by the professor. The peer-to-peer interaction allowed users to build upon each other's comments, and promoted accurate, thorough, and relevant feedback in an engaging manner. NORA was seen to encourage more interaction, draw out quieter and shyer students, and boost the number of thoughtful, analytical responses.<br>by Denzil Sikka.<br>M. Eng.
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Wells, Timothy D. "Evaluating the effect of peer feedback on the quality of online discourse /." Online version of thesis, 2009. http://hdl.handle.net/1850/10092.

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Soong, Benson. "Improving secondary students' revision of physics concepts through computer-mediated peer discussion and prescriptive tutoring." Thesis, University of Cambridge, 2010. https://www.repository.cam.ac.uk/handle/1810/226859.

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In this dissertation, I report on the design, implementation, and evaluation of my intervention for the revision of physics in a mainstream public secondary school in Singapore. This intervention was conducted over a one-year period, and involved students who were taking their GCE 'O' level physics examination after immersion in the intervention, which was conducted as part of their regular physics revision curriculum. Based on sociocultural theory, the intervention changed the practice of how physics revision was conducted in a particular secondary physics classroom. The intervention consisted of a computer-mediated collaborative problem-solving (CMCPS) component and a teacher-led prescriptive tutoring (PT) component. The CMCPS portion of the intervention required the students to follow basic 'ground rules' for computer-mediated problem-solving of physics questions with other students, while the PT portion saw the teacher prescriptively addressing students' misconceptions, misunderstandings, and other problem-solving difficulties as captured by the discussion logs during the CMCPS session. The intervention was evaluated in two stages. First, a small-scale (pilot) study which utilised a control group (CG)/alternate intervention group (AG)/experimental group (XG) with pre- and post-test research design was conducted in order to evaluate whether the intervention was effective in promoting improved learning outcomes of a small group of students. Given the success of the pilot study, a main study involving the entire class of students was conducted. This main study was evaluated by comparing the cohort's actual GCE 'O' level physics results with their expected grades (as given by the Singapore Ministry of Education based on the students' primary school's results). Also, the students' 'O' level physics results were compared with the average physics results obtained by previous cohorts. The quantitative data indicated that the intervention for physics revision appears to be effective in helping the entire class of students revise physics concepts, resulting in improved test scores, while the qualitative data indicated that the students' interest in physics had increased over time. The physics teacher also reflected that the intervention had provided her with much deeper insights into her students' mental models.
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Liljeström, Monica. "Learning text talk online : Collaborative learning in asynchronous text based discussion forums." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-34199.

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The desire to translate constructivist and sociocultural approaches to learning in specific learning activities is evident in most forms of training at current, not least in online education. Teachers worldwide are struggling with questions of how to create conditions in this fairly new realm of education for learners to contribute to the development of a good quality in their own and others' learning. Collaboration in forms of text talk in asynchronous, text based forums (ADF) is often used so students can participate at the location and time that suits them best given the other aspects of their life situation. But previous research show how collaboration in forms of text talk do not always evolve in expected quality, and how participation sometimes can be so low that no discussions at all take place. Perhaps it is time to move on and make use of the variety of user-friendly audio-visible technologies that offers conditions for collaboration similar to those in the physical environment? Is there any point to use ADF for collaboration, beyond the flexible opportunity for participation it allows? If so, why, how and under what conditions are it worthwhile to use ADF for tasks meant to be worked collaboratively on? These questions were the starting point of the studies in this thesis that was researched through two case studies involving different techniques and data samples of various natures, with the aim to understand more about collaborative text talk. The research approach differs from the vast majority of studies in the research field of Computer Supported Collaborative Learning (CSCL) where many studies currently are conducted by analysis of quantifiable data. The first case study was conducted in the context of non-formal learning in Swedish Liberal Adult Education online, and the second in the context of higher education online in Sweden. The studies in the thesis were made on basis of socio-cultural theory and empirical studies. Empirical data was collected from questionnaires, interviews and texts created by students participating in tasks that they jointly resolved through text talk. Some results were brought back to the students for further explanation of the results. Findings from data analysis were triangulated with other results and with sociocultural theory. The results indicate that students can create knowledge relevant to their studies through text talk, but can feel restrained or dismiss the activity as irrelevant if important conditions are lacking.  Collaboration through text talk makes individual resources accessible in a specific place where it can be observed and its validity for the purpose of the task evaluated by others. Students with good insight in what they are supposed to accomplish seem be able to consult relevant guidance for this evaluation, from teachers, textbooks, scientific articles and other valid experiences important to their studies, and thereby contribute to learning of the quality they studies are meant to produce. Text talk also increases teachers’ possibilities to identify what the guidance the study group needs when evaluating the gathered resources and through their own active participation provide support in the students “zone of proximal development”. Contributions offered to the CSCL research field is the identifications of important mechanisms related to learning collaboratively through text talk, and the use of case study methodology as inspiration for others to try also these kinds of strategies to capture online learning.
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Boeckmann, Emily L. "Self-Injury Knowledge and Peer Perceptions among Members of Internet Self-Injury Groups." TopSCHOLAR®, 2008. http://digitalcommons.wku.edu/theses/6.

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Regan, Maria Angela. "Using student peer facilitators for asynchronous online discussion to extend professional development amongst undergraduate medical students." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/332140/.

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Professional development is an essential part of undergraduate medical training. Since the GMC’s (2003) document ‘Tomorrows Doctors’ underlined the need to provide support for medical students to monitor their progress as independent learners, reflective practice has become a significant aspect of medical student’s education and professional training. One method of supporting reflective practice amongst such students is the use of online discussion forums. However, the use of students as peer facilitators for online discussions in a medical education context is not well researched. Using such a student-centred approach, this two year multi-case study examined the use of Student Peer Facilitators for online group reflective discussion amongst third year medical students. A range of data collection methods was employed throughout the two years of the study. In the first year volunteer medical students were trained as Facilitators using generic group facilitation techniques (n=76). In the second year e-moderating strategies were incorporated into the training and preparation of Facilitators (n=79). To obtain medical students’ perceptions of this approach, quantitative and qualitative data was gathered through questionnaires, in-depth interviews and focus groups. Data was coded and organised according to the study’s research aims with interpretation of findings arranged by analytical themes, emerging theories and the study’s conceptual framework. The text output from sample online discussions (n=40) from both years of the study were also selected to explore the influence the Facilitators on the interaction amongst the sample groups. Primary methods included analyses of Cognitive, Social and Tutor presence levels in the online discussions as defined by the Community of Inquiry model devised by Garrison and Anderson (2000). Findings from the study suggest that as a pedagogical strategy, Student Peer Facilitators can assist in the development of reflective practice in online group discussion; the sharing of good practice; and creating a context to foster group collaboration and communities of inquiry. Introducing practical experience of e-moderating skills into the training of Facilitators showed marked enhancements in the online discourse within the three elements of the Community of Inquiry model. This was particularly visible within the Cognitive Presence levels analysed. By modelling these vital skills, it was possible for Facilitators to encourage other group members to emulate good practice in the online discussions. Other positive aspects of the amended training showed an increase in contributions from male participants to the discussions. Although students in this study noted several benefits in introducing the Student Peer Facilitators, various challenges were also observed including a perceived lack of ‘presence’ by Tutors; the social dynamics and learning culture peculiar to medical students, and building and sustaining an online learning community in a widely dispersed educational context. In this respect findings demonstrated the importance of embedding appropriate training and preparation into the introduction and delivery of Student Peer Facilitators to enhance the development of reflective discourse amongst online groups of learners.
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Chau, Wai-che, and 周偉志. "The effectiveness of student discussion in primary 6 mathematics lessons." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35325914.

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Books on the topic "Peer discussion"

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Healy, Lulu. The role of peer group discussion in mathematical environments. Department of Mathematics, Statistics and Computing, Institute of Education, University of London, 1990.

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Hay, Deborah. Deborah Hay: [in discussion with Peter Hulton]. Arts Documentation Unit,University of Exeter, 1993.

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Svane, Christina. Christina Svane: [in discussion with Peter Hulton]. Arts Documentation Unit,University of Exeter, 1993.

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Smith, Nancy Stark. Nancy Stark Smith: [in discussion with Peter Hulton]. Arts Documentation Unit,University of Exeter, 1993.

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Campbell, Kelly M. Moral identity, youth engagement, and discussions with parents and peers. Brock University, Dept. of Psychology, 2004.

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Rybarová, Daniela, Brigita Boorová, Gabriela Dubcová, et al. Socio-economic Determinants of Sustainble Consumption and Production II. Edited by Daniela Rybárová. Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-8640-2021.

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The Proceedings of Scientific Articles and Studies is a partial output of the research project VEGA1 / 0708/20 Socio-economic determinants of sustainable consumption and production and represents one of the planned outputs within the research tasks solved by an experienced team of scientific and pedagogical staff of the Faculty of Business Management of the University of Economics in Bratislava. The aim of the Proceedings is to publish the achieved partial output of the project solution. Contributions are sorted in alphabetical order according to authors' names. The aim of the Proceedings is to stimulate new ideas for scientists who could contribute to the use of new expertise in sustainable consumption and production in the conditions of the current Slovak economy, thus contribute to a more objective view of the researched issues. I believe that the peer-reviewed scientific volume will contribute not only to the popularization of the presented topics, but also to a broader scientific and professional discussion of the authors and their followers.
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Allen, Paul. [Discussion with Peter Hall about his final production for the National Theatre of 'The tempest']. [BBC], 1988.

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Vaughan, Paul. [A discussion between Paul Vaughan and Peter Holland about the 1989/90 RSC production of 'Coriolanus']. BBC, 1989.

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Shaffer, Mary Ann. The Guernsey Literary and Potato Peel Pie Society. The Dial Press, 2008.

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Shaffer, Mary Ann. The Guernsey Literary and Potato Peel Pie Society. Allen & Unwin Pty Ltd, 2009.

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Book chapters on the topic "Peer discussion"

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Qu, Weifen, Qingchun Meng, and Chengbing Wei. "Methodology Discussion of Grid Peer-Peer Computing." In Grid and Cooperative Computing. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-24679-4_88.

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Díaz, Claudia, George Danezis, Christian Grothoff, Andreas Pfitzmann, and Paul Syverson. "Panel Discussion — Mix Cascades Versus Peer-to-Peer: Is One Concept Superior?" In Privacy Enhancing Technologies. Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11423409_15.

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Hew, Khe Foon, and Wing Sum Cheung. "Case Studies on Peer Facilitation: How to Sustain Participants’ Online Discussion?" In Student Participation in Online Discussions. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-2370-6_6.

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Halonen, R. "Online Discussion Forum as a Means of Peer Support." In Critical Issues for the Development of Sustainable E-health Solutions. Springer US, 2011. http://dx.doi.org/10.1007/978-1-4614-1536-7_10.

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Farmaki, Anna, and Cristina Miguel. "Peer-To-Peer Accommodation in Europe: Trends, Challenges and Opportunities." In The Sharing Economy in Europe. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86897-0_6.

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AbstractThe aim of this chapter is to discuss the evolution of the peer-to-peer (P2P) accommodation phenomenon in Europe and to examine the key trends noticeable in the sector, including any external factors that influence P2P accommodation operations, practices and future development. Correspondingly, the chapter also examines the opportunities and challenges that emerge from P2P accommodation’s rapid growth. As such, the chapter aims to contribute to the ongoing discussion on the evolution of P2P accommodation platforms in Europe. Specifically, the chapter offers insights that may illuminate the understanding of the drivers, inhibitors, and influencers pertinent to the phenomenon’s development and resilience potential in the COVID-19 pandemic era.
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Grace, Marcus, and Mary Ratcliffe. "Making Decisions about Biological Conservation Issues in Peer Group Discussion." In Science Education Research in the Knowledge-Based Society. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0165-5_26.

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Stergiou, Dimitrios, Anna Farmaki, and Fani Efthymiadou. "Social exchanges and peer-to-peer accommodation: residents' perceptions in a neighbourhood context." In Peer-to-peer accommodation and community resilience: implications for sustainable development. CABI, 2022. http://dx.doi.org/10.1079/9781789246605.0002.

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Abstract The rapid growth of peer-to-peer (P2P) accommodation has challenged the sustainability efforts of destinations, due to the numerous negative impacts accrued from the influx of tourists in residential areas. Even so, scant attention has been paid to the perceptions of local residents with regard to associated impacts. This chapter aims to examine the perceptions of the residents of Koukaki (Athens, Greece) regarding the impacts of Airbnb at the neighbourhood level, using social exchange theory. Findings reveal a dominance of negative perceptions of socio-economic and environmental impacts and identify attempts from residents to mitigate associated impacts. Drawing from the literature and empirical findings, the chapter offers a framework which acknowledges the mediating role of platforms and property owners in the social exchanges between residents and guests. The chapter concludes with a discussion of implications, contributing towards the adoption of an anthropocentric and inclusive approach on P2P accommodation.
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Hew, Khe Foon, and Wing Sum Cheung. "Citizenship Education via an Online Peer Discussion Blended Learning Approach: Lessons Learned." In Communications in Computer and Information Science. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31398-1_14.

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Li, Ken W., and Merrilyn Goos. "An Empirical Study on Peer Discussion About Statistical Evidence in Computing Laboratory." In Digital Communication and Learning. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8329-9_16.

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Doiron, J. A. Gilles. "On-Campus Blended Learning: Using Discussion Forums for Peer Collaboration on Tutorial Assignments." In Innovative Approaches for Learning and Knowledge Sharing. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11876663_57.

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Conference papers on the topic "Peer discussion"

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Gamage, Dilrukshi, Mark E. Whiting, Indika Perera, and Shantha Fernando. "Improving Feedback and Discussion in MOOC Peer Assessement Using Introduced Peers." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615307.

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Hara, Tenshi, Iris Braun, Felix Kapp, and Alexander Schill. "Toward a second screen peer discussion derivative." In 2016 6th IEEE Integrated STEM Education Conference (ISEC). IEEE, 2016. http://dx.doi.org/10.1109/isecon.2016.7457540.

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Yoon, Dongwook, and Piotr Mitros. "Multi-Modal Peer Discussion with RichReview on edX." In the 28th Annual ACM Symposium. ACM Press, 2015. http://dx.doi.org/10.1145/2815585.2817809.

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Monaghan, Sean, Elizabeth Bryson, Andrew Phillips, and Paul Nash. "1413 Piloting a virtual ‘safe space’ for facilitated peer support discussion." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 15 June 2021–17 June 2021. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2021. http://dx.doi.org/10.1136/archdischild-2021-rcpch.629.

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Azmi, Shahdatunnaim, Norasnita Ahmad, Noorminshah A. Iahad, and Ahmad Fadhil Yusof. "Promoting students' engagement in learning programming through gamification in peer-review discussion forum." In 2017 5th International Conference on Research and Innovation in Information Systems (ICRIIS). IEEE, 2017. http://dx.doi.org/10.1109/icriis.2017.8002543.

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Li, Ken W. "Developing regression heuristics through argumentation in computing laboratory." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.pboun.

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Developing regression heuristics for students is not straightforward. It would be better to organize class settings to facilitate small group discussions; they can talk about how to address a question of common concern through argumentation such that their thoughts would be articulated. The students in the present study were divided into small groups in a computing laboratory in order to increase opportunities for peer discussion. An observation study was then conducted; the contents of their discussions were analyzed. It was found that argumentation was characterized by the question-and-answer exchanges that shaped the flow of regression tasks on which they worked. They were comfortable in presenting their standpoints or responses, and the responses were taken seriously by their peers. They raised questions when they found peers’ feedback vague. Besides, group interaction was associated with positive responses, thus articulating students’ thoughts, enriching thinking context, and broadening thinking perspective.
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Venegas, Elena. "Untapped Potential? Nurturing Self-Efficacy in the Context of Peer-Led, Text-Based Discussion Groups." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1435783.

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Ahmadova, Gulnara. "THE IMPACT OF CLASSROOM RESPONSE SYSTEM ON PEER EVALUATION." In Proceedings of the XXIX International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25052021/7565.

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Peer evaluation being an active type of learning develops learners’ interactivity, speaking, listening, critical thinking abilities. Unlike the passive learning, in active learning students are more engaged in the evaluation process of presentation made by their peers, which significantly encourages student participation. Applying Classroom Response System students gain the ability to instantly respond and react, since this activity requires continuous attention. Promoting student-instructor interaction this technique leads to the involvement of students to class discussion simultaneously providing information about efficacy of the comprehension of the new topic. A significant point to be taken into consideration is the individual approach to every student.
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Jonsson, Hakan. "Using flipped classroom, peer discussion, and just-in-time teaching to increase learning in a programming course." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344221.

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Quyen, Thach Thi. "Teacher and Peer Supports on EFL Learners’ Autonomy." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.6.

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The role of teacher and peer autonomy support place great importance on boosting learners' autonomy. Meanwhile, the first agent enables students to gain the feeling of acceptance and confidence, the second one supports them to deal with challenging tasks. This current research was carried out to dip into such social agents on learners’ autonomy with three main objectives. The purpose of this study is to dip into such social agents on learners’ autonomy with three main objectives. Firstly, the role of teacher autonomy support was examined. Secondly, the role of peer autonomy support was also investigated. Lastly, the role from which side more important in enhancing EFL learners' autonomy was analyzed. A survey through distributing a questionnaire was used to collect data of 58 adolescent participants from three classes, whose age ranges from 12 to 15 years old and whose English level is intermediate in a language center in Binh Tan District, Ho Chi Minh City. The findings revealed that both social supports played a significant role in promoting EFL learners' autonomy. However, teacher autonomy support appeared to be more important than the other. Such roles were deeply acknowledged, as teachers, we can provide students with necessary supports by applying different teaching practices or supplying suitable materials. Cultural aspects and psychological development stages need to be taken into teachers’ consideration to understand students’ behaviours in the classroom. Moreover, the role of peer is also vital to promote learners’ autonomy, which partly makes mixed ability groups become a suitable way in the class discussion.
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Reports on the topic "Peer discussion"

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DiAngelo, Lucy, Libby Lowry, Kayla McDaniel, Clare Sauser, Shelby Terry, and Erin Williams. Increasing Confidence and Mental Health in Caregivers. University of Tennessee Health Science Center, 2021. http://dx.doi.org/10.21007/chp.mot2.2021.0011.

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The purpose of our critically appraised topic is to synthesize the highest-level evidence available regarding interventions for increasing confidence and mental health outcomes in caregivers taking loved ones home from inpatient rehabilitation. The final portfolio contains six research articles from peer-reviewed journals. Study designs include randomized control trials, a systematic review, and a pretest-posttest without a control group. All studies relate directly to the components of the PICO question. Four of the articles discussed both caregiver confidence and mental health while two articles discussed only mental health. There is strong evidence to support that in-person hands on training, in person discussion-based training, and/or virtual resources helped increase confidence in caregivers of patients. There is mixed evidence and only limited improvement to support mental health. The findings from this critically appraised topic will be used to draft new ideas for practice guidelines for addressing caregiver education and caregiver mental health in an inpatient rehabilitation facility.
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Rada, Maria Patricia, Alexandra Caseriu, Roxana Crainic, and Stergios K. Doumouchtsis. A critical appraisal and systematic review of clinical practice guidelines on hormone replacement therapy for menopause: assessment using the Appraisal of Guidelines for Research and Evaluation (AGREE II) Instrument. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.12.0089.

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Review question / Objective: To assess the quality of clinical practice guidelines (CPC) on hormone replacement therapy for menopause using the AGREE II instrument and to provide a summary of recommendations. Information sources: Literature searches using MEDLINE, Embase, Scopus, Geneva Foundation for Medical Education and Research from inception to date will be searched. The search terms include guidelines / guidance / recommendation and hormone replacement therapy related keywords and MeSH terms. National and international organizations websites will be searched individually. Additional searches on the references of the primary included items may help identify any guidelines missed on the primary searches. In the case of more than one published guideline from the same national or international association, only the latest version of the guidelines will be included and evaluated. Any disagreements on inclusion criteria will be addressed through discussion and consensus meeting within the research team. Guidelines published in languages other than English will be considered on an individual basis. Guidelines must be publicly available on a website or in a peer-reviewed publication.
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Bagley, Margo. Genome Editing in Latin America: CRISPR Patent and Licensing Policy. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003409.

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The power and promise of genome editing, CRISPR specifically, was first realized with the discovery of CRISPR loci in the 1980s.i Since that time, CRISPR-Cas systems have been further developed enabling genome editing in virtually all organisms across the tree of life.i In the last few years, we have seen the development of a diverse set of CRISPR-based technologies that has revolutionized genome manipulation.ii Enabling a more diverse set of actors than has been seen with other emerging technologies to redefine research and development for biotechnology products encompassing food, agriculture, and medicine.ii Currently, the CRISPR community encompasses over 40,000 authors at 20,000 institutions that have documented their research in over 20,000 published and peer-reviewed studies.iii These CRISPR-based genome editing tools have promised tremendous opportunities in agriculture for the breeding of crops and livestock across the food supply chain. Potentially addressing issues associated with a growing global population, sustainability concerns, and possibly help address the effects of climate change.i These promises however, come along-side concerns of environmental and socio-economic risks associated with CRISPR-based genome editing, and concerns that governance systems are not keeping pace with the technological development and are ill-equipped, or not well suited, to evaluate these risks. The Inter-American Development Bank (IDB) launched an initiative in 2020 to understand the complexities of these new tools, their potential impacts on the LAC region, and how IDB may best invest in its potential adoption and governance strategies. This first series of discussion documents: “Genome Editing in Latin America: Regulatory Overview,” and “CRISPR Patent and Licensing Policy” are part of this larger initiative to examine the regulatory and institutional frameworks surrounding gene editing via CRISPR-based technologies in the Latin America and Caribbean (LAC) regions. Focusing on Argentina, Bolivia, Brazil, Colombia, Honduras, Mexico, Paraguay, Peru, and Uruguay, they set the stage for a deeper analysis of the issues they present which will be studied over the course of the next year through expert solicitations in the region, the development of a series of crop-specific case studies, and a final comprehensive regional analysis of the issues discovered.
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Kuiken, Todd, and Jennifer Kuzma. Genome Editing in Latin America: Regional Regulatory Overview. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003410.

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The power and promise of genome editing, CRISPR specifically, was first realized with the discovery of CRISPR loci in the 1980s.3 Since that time, CRISPR-Cas systems have been further developed enabling genome editing in virtually all organisms across the tree of life.3 In the last few years, we have seen the development of a diverse set of CRISPR-based technologies that has revolutionized genome manipulation.4 Enabling a more diverse set of actors than has been seen with other emerging technologies to redefine research and development for biotechnology products encompassing food, agriculture, and medicine.4 Currently, the CRISPR community encompasses over 40,000 authors at 20,000 institutions that have documented their research in over 20,000 published and peer-reviewed studies.5 These CRISPR-based genome editing tools have promised tremendous opportunities in agriculture for the breeding of crops and livestock across the food supply chain. Potentially addressing issues associated with a growing global population, sustainability concerns, and possibly help address the effects of climate change.4 These promises however, come along-side concerns of environmental and socio-economic risks associated with CRISPR-based genome editing, and concerns that governance systems are not keeping pace with the technological development and are ill-equipped, or not well suited, to evaluate these risks. The Inter-American Development Bank (IDB) launched an initiative in 2020 to understand the complexities of these new tools, their potential impacts on the LAC region, and how IDB may best invest in its potential adoption and governance strategies. This first series of discussion documents: “Genome Editing in Latin America: Regulatory Overview,” and “CRISPR Patent and Licensing Policy” are part of this larger initiative to examine the regulatory and institutional frameworks surrounding gene editing via CRISPR-based technologies in the Latin America and Caribbean (LAC) regions. Focusing on Argentina, Bolivia, Brazil, Colombia, Honduras, Mexico, Paraguay, Peru, and Uruguay, they set the stage for a deeper analysis of the issues they present which will be studied over the course of the next year through expert solicitations in the region, the development of a series of crop-specific case studies, and a final comprehensive regional analysis of the issues discovered.
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Walker, Alex, Brian MacKenna, Peter Inglesby, et al. Clinical coding of long COVID in English primary care: a federated analysis of 58 million patient records in situ using OpenSAFELY. OpenSAFELY, 2021. http://dx.doi.org/10.53764/rpt.3917ab5ac5.

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This OpenSAFELY report is a routine update of our peer-review paper published in the British Journal of General Practice on the Clinical coding of long COVID in English primary care: a federated analysis of 58 million patient records in situ using OpenSAFELY. It is a routine update of the analysis described in the paper. The data requires careful interpretation and there are a number of caveats. Please read the full detail about our methods and discussionis and the full analytical methods on this routine report are available on GitHub. OpenSAFELY is a new secure analytics platform for electronic patient records built on behalf of NHS England to deliver urgent academic and operational research during the pandemic. You can read more about OpenSAFELY on our website.
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Opala-Berdzik, Agnieszka, Magdalena Rudek-Zeprzałka, Justyna Niesporek, et al. Technical aspects of the inter-recti distance measurement with ultrasonographic imaging for physiotherapy purposes: A protocol for a scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.9.0116.

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Review question / Objective: The scoping review aims to identify publications describing the measurement of inter-recti distance (IRD)/diastasis recti abdominis (DRA) using ultrasonographic imaging (USI). The identification is based on the population/concept/context (PCC) framework that concerns human adults that underwent IRD/linea alba width/DRA measurement with USI for physiotherapy/physical exercise purposes. Based on systematically mapped peer-reviewed studies it is aimed to perform data extraction and synthesis of specific aspects of the IRD measurement procedure and discuss their similarities and differences. Related to that the attempt will be made to formulate recommendations on the IRD measurement procedure, which might be considered in future physiotherapy studies and practice. The recommendations will be made based on the synthesis of the results in light of existing literature and as the result of discussions and consensus between the authors (coming from three research centers).
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Brusset, Emery, Gary Milante, Marie Riquier, and Caroline Delgado. Measuring Peace Impact: Challenges and Solutions. Stockholm International Peace Research Institute, 2022. http://dx.doi.org/10.55163/wmya6073.

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This paper presents emerging thinking about the challenges of measuring peace impact and the possible solutions to these challenges in conflict and peacebuilding settings. SIPRI and the World Food Programme (WFP) launched a Knowledge Partnership in 2018 to help strengthen WFP’s contribution to improving the prospects for peace in the countries where it operates. This paper contributes to the thematic deep dive on measurement, which assesses current empirical methods of measurement and possible areas for improvement as part of the SIPRI–WFP Knowledge Partnership. The Peace Evidence Expert Research (PEER) Group was established in 2020 by institutions and experts that convened to explore ongoing initiatives and build expertise in measuring peace impact in fragile, conflict and post-conflict settings. The report provides an overview of the 40 meetings convened by the group. Based on these discussions, lessons learned and ways forward are proposed for practitioners and researchers.
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Lim, Delbert, Niken Rarasati, Florischa Ayu Tresnatri, and Arjuni Rahmi Barasa. Learning Loss or Learning Gain? A Potential Silver Lining to School Closures in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/041.

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Indonesian students have lagged behind their global peers since before the COVID-19 pandemic. Given the risk of significant loss and permanence of the phenomenon in low- and middle-income countries, along with the particularly lengthy period of school closure in Indonesia, this paper aims to give an insight into the discussion on student learning progress during school closures. We will present the impact of the closures on primary school students’ achievement in Bukittinggi, the third-largest city on the island of Sumatra and a highly urbanised area. The city has consistently performed well in most education-related measures due to a strong cultural emphasis on education and a supportive government (Nihayah et al., 2020), but has been significantly affected during the pandemic as most students are confined to their homes with very limited teacher-student interaction.
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Duffield, John, and Chris Neher. Incorporating wildlife passive use values in collision mitigation benefit-cost calculations. Nevada Department of Transportation, 2019. http://dx.doi.org/10.15788/ndot2019.09.

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This document is a task report for a larger Wildlife Vehicle Collision (WVC) Reduction and Habitat Connectivity pooled fund study. It addresses the potential use of passive use economic values for wildlife to inform the mitigation of wildlife-vehicle collisions. Passive use, also known as non-use values, are the values individuals place on the existence of a given animal species or population as well as the bequest value of knowing that future generations will also benefit from preserving the species. This report provides a summary of the current literature of wildlife passive use value estimates and provides per-animal passive use values for selected species and populations. Additionally, an example of applying these values to a Montana road segment is outlined. Finally, a discussion of regional economic impacts of mitigation structure spending is outlined.
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Rao, Nitya, Sheetal Patil, Maitreyi Koduganti, et al. Sowing Sustainable Cities: Lessons for Urban Agriculture Practices in India. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/ssc12.2022.

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Despite growing interest and recognition of urban and peri-urban agriculture (UPA) as a nature- based solution, there is limited empirical evidence in countries like India on its role in reconfiguring goals on environmental functions (such as biodiversity, waste management, water recycling, micro-climate regulation, etc.) and social wellbeing (such as food and nutrition security, gender relations, work burdens, land tenure and community ties). A need to address this gap led to the ideation of the project ‘Urban and peri-urban agriculture as green infrastructures’ ( UPAGrI ). When UPAGrI started in 2019, the research on UPA in India was thin but growing. However, the practical experience of urban farming across Indian cities is thriving and diverse, built on decades of bottom-up experimentation. Within the landscape of our ever-changing cities, we found vibrant communities-of-practice sharing seeds and knowledge, engaged online influencers discussing composting and water reuse, and stories of farming becoming sites of multi-generational bonding and nutritional security. This compendium is a collection of 29 such innovative UPA practices from across the different cities in the country. These diverse case studies are loosely categorized into four themes: environment and sustainability; food, nutrition and livelihood; gender and subjective well-being; and urban policy and planning. Written mostly by practitioners themselves, the case studies collectively recognise and celebrate UPA innovations and practices, serving as a repository of lessons for peer-to-peer learning, and demonstrating how UPA can be one of the many solutions towards sustainable, liveable Indian cities.
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