Adam P Rusch
William Cope
Jason Berg.png "Rita van Haren")
Rita van Haren
Eric Patnoudes
Maura Rodgers Brand
Jason Williams
Melanie Lamus
Heather A Ochman
May Thet Khine Nyeine-Learning Ecologies MOOC’s Updates
Peer-to-Peer Learning as a Model of Collaborative Intelligence
In today’s learning environments, collaborative intelligence emphasizes the idea that knowledge is best constructed not in isolation but through interaction, dialogue, and the pooling of diverse perspectives. One powerful form of collaborative intelligence is Peer-to-Peer (P2P) Learning, where learners act as both teachers and students, exchanging expertise, feedback, and insights in reciprocal ways.
Defining the Concept:
Peer-to-peer learning is an instructional strategy in which learners engage in structured collaboration, often teaching one another and co-constructing knowledge. Unlike hierarchical teacher–student models, this approach positions everyone as a contributor to the knowledge-making process. According to Boud, Cohen, and Sampson (2014), P2P learning helps learners develop both subject mastery and essential soft skills such as communication, empathy, and critical thinking.
Example in Practice:
A practical example of peer-to-peer learning can be seen in Massive Open Online Courses (MOOCs), where participants engage in peer review of assignments. In Coursera, for instance, learners upload essays or projects and then review others’ work using rubrics. This not only deepens understanding of the subject but also encourages self-reflection as learners compare their work to peers. Beyond MOOCs, platforms like GitHub (for coding collaboration) or Wikipedia (for collaborative knowledge construction) exemplify peer-to-peer knowledge-building on a global scale.
Peer-to-peer learning is particularly effective in addressing complex problems that benefit from multiple perspectives. For example, in group research projects, each student may bring unique cultural, academic, or professional insights, which together form a more comprehensive understanding of the topic than any individual could achieve.
Why It Matters:
In the context of the e-Learning Ecologies MOOC, P2P learning represents a shift from passive consumption of content to active participation in knowledge networks. It democratizes learning, nurtures agency, and fosters communities of practice that persist beyond the classroom.
📌 For a deeper exploration, see:
Boud, D., Cohen, R., & Sampson, J. (2014). Peer Learning in Higher Education: Learning from and with Each Other.
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age.
Tu exposición sobre el aprendizaje entre pares como manifestación de la inteligencia colaborativa me resultó sumamente enriquecedora. Coincido en que este modelo transforma al estudiante en un agente activo del conocimiento, donde enseñar y aprender se entrelazan en un proceso dialógico y horizontal. En mi práctica docente he comprobado que, cuando los estudiantes asumen roles de mentores entre sí, no solo fortalecen su comprensión conceptual, sino que desarrollan empatía, pensamiento crítico y sentido de comunidad. Tal como plantea Siemens (2005) en el conectivismo, aprender es tejer redes de significados compartidos, y el P2P es una vía poderosa para ello. Me gustaría seguir explorando cómo estas dinámicas pueden integrarse en entornos híbridos o multilingües, especialmente en la educación básica y media.