Dr. Omid Noroozi, PhD, Education and Learning Sciences Group, Wageningen University & Research, The Netherlands
Professor Christian Schunn, PhD, Department of Psychology, University of Pittsburgh, USA
Associate Professor Bertrand Schneider, PhD, Harvard Graduate School of Education, Harvard University, USA
Seyyed Kazem Banihashem: Open Universiteit, The Netherlands
Submission Status: Closed | Submission Deadline: Closed
This collection is no longer accepting submissions.
International Journal of Educational Technology in Higher Education is calling for submissions to our Collection on Technological Innovations for Facilitation of Peer Learning Processes and Outcomes.
Over the last two decades, various Technology-Enhanced Learning (TEL) environments, technological innovations, and tools with diverse functionalities have been designed and developed to support peer learning processes and outcomes. Despite such development of technological innovations, in-depth research on this topic, both in theory and practice, is limited, particularly when it comes to new technological innovations (e.g., artificial intelligence, learning analytics, augmented reality, virtual reality, and multimodality). The literature lacks a strong foundation regarding how best to benefit from educational technologies and innovations with respect to pedagogical design principles to support peer learning processes and achieve intended learning outcomes. It is time to advance our understanding of how peer learning processes can benefit from technological innovations to provide higher education students with timely and insightful support to engage in desirable peer interaction activities. We are looking for contributions that deal with how peer learning processes and outcomes in the broad sense (including written or oral peer feedback, peer assessment, peer review, peer interaction, peer dialogue, etc.) can be benefited, supported, and facilitated through advanced educational technologies in higher education.