Resumen de A familiar peer improves students’ behavior patterns, attention, and performance when learning from video lectures
Zhongling Pi, Yi Zhang, Qiuchen Yu, Jiumin Yang
Synchronous online learning via technology has become a major trend in institutions of higher education, allowing students to learn from video lectures alongside their peers online. However, relatively little research has focused on the infuence of these peers on students’ learning during video lectures and even less on the efect of peer familiarity. The present study aimed to test the various efects of peer presence and peer familiarity on learning from video lectures. There were three experimental conditions: individual-learning, paired-learning with an unfamiliar peer, and pairedlearning with a familiar peer. ANCOVA results found that students paired with a familiar peer reported higher motivation in learning and more self-monitoring behaviors than those paired with an unfamiliar peer or who learned alone. Furthermore, students paired with both unfamiliar or familiar peers demonstrated better learning transfer than those who learned alone. Together, these results confrm the benefts of and support learning alongside a familiar peer during video lectures.
