Potentials and limitations of peer-learning in small groups with respect to the homogenisation of heterogeneous learning collectives

Purpose – The purpose of this paper is to test peer-learning in small groups as a didactic method with respect to its effectiveness in homogenising initially heterogeneous learning collectives. Design/methodology/approach – The study is based on two sets of data collection (before and after the application of the tested method). The data collection tools were student self-assessment and student observation by a third person. Findings – Peer-learning and group work foster the establishment of self-confidence and activity among students (in particular among initially less active and less qualified students). Consequently, the teaching and learning atmosphere improves. In the long run, this effect fosters a homogenisation of initially inhomogeneous levels of qualification/competence at a high level. Research limitations/implications – There was no control group, hence the results are to be understood as tendencies rather than robust scientific findings. Nevertheless, the tendencies are clear and unambiguous. Practical implications – Peer-learning can be used as a simple didactic method in order to prevent frustration by mental over or underload in strongly heterogeneous learning collectives. Originality/value – This case study is the first work of its kind to assess the effectiveness of peer-learning with respect to the homogenisation of initially heterogeneous learning collectives.