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Peer groups have been established as one of the best tools for leadership learning for family business leaders. However, these groups remain underutilized because business leaders disengage and voluntarily create turnover from these groups. This study explores the perceptions of family business leaders concerning the usefulness, growth opportunities, and equity within peer learning groups to determine what factors impact retention in these groups.

Two surveys were administered to 321 family business owners and leaders through three large family business centers in different regions of the United States. Leaders were grouped into those who left versus those who remained in a peer learning group. Data were collected about their learning experiences and why they remained or voluntarily left a group.

Lack of equity was found to be the main determinant of turnover in peer learning groups. Peer learning groups need to consist of business owners along the same trajectory, career stage, and in similar stages of growing a family business in order to equally contribute to the group’s learning. Business leaders who are in peer learning groups they report as being equal also report that their groups are more helpful, trustworthy and create better-quality learning experiences.

Peer groups are important for peer-to-peer learning and continued education for family business leaders. Having a group of peers whom have dealt with similar issues can help business leaders overcome problems successfully. However, little research exists that examines what factors make these peer groups successful.

There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.

The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?

The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.

This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.

This study aims to measure the perception of the residents regarding peer assisted learning in emergency medicine residency program as well as assessing the psychometric properties of the questionnaire used as the research tool.

A descriptive cross-sectional study was conducted at King Abdullah Medical City, Saudi Arabia, Makkah on a Convenience sample of Emergency Medicine residents who completed peer assisted learning sessions. Data were collected through a questionnaire evaluating the residents’ perception of Peer Assisted Learning. Descriptive statistics were used and statistical significance was set at p < 0.05. The Peer Assisted Learning (PAL) satisfaction questionnaire was tested for construct validity and reliability. Exploratory Factor Analysis (EFA) was conducted. The reliability of the used questionnaire was assessed using Cronbach’s coefficient alpha.

The study showed that the PAL questionnaire yielded four factors. The four factors are labeled as the following: Factor 1: Cognitive congruence, Factor 2: Social congruence; Factor 3: Teaching skills in Peer Assisted Learning (PAL) session; and Factor 4: Professional development. These results indicated that questionnaire has a good structure validity. In addition, the study showed high internal consistency of the questionnaire. Cronbach’s alpha coefficient value for the total scale was 0.88. The perception of residents was assessed and results revealed residents’ satisfaction regarding Peer Assisted Learning.

Up to the authors’ knowledge, this is the first study which assessed the psychometric properties of a questionnaire measuring the residents’ perceptions regarding Peer Assisted Learning. The study contributed to improving information regarding the psychometric properties and usefulness of PAL questionnaire.

This study aims to investigate student mentors' perceptions of peer mentor relationships in a health professions education program.

The design uses embodied hermeneutic phenomenology. The data comprise 10 participant interviews and visual “body maps” produced in response to guided questions.

The findings about student mentors' perceptions of peer mentor relationships include a core theme of nurturing a trusting learning community and five related themes of attunement to mentees, commonality of experiences, friends with boundaries, reciprocity in learning and varied learning spaces.

The study contributes original insights by highlighting complexity, shifting boundaries, liminality, embodied social understanding and trusting intersubjective relations as key considerations in student peer mentor relationships.

As global issues such as climate change, economic growth, social equality and the wealth gap are widely discussed, education for sustainable development (ESD) allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. It also requires participatory teaching and learning methods that motivate and empower learners to change their behavior and take action for sustainable development. Teachers have begun rating pupils based on peer assessment for open evaluation. Peer assessment enables students to transition from passive to active feedback recipients. The assessors improve critical thinking and encourage introspection, resulting in more significant recommendations. However, the quality of peer assessment is variable, resulting in reviewers not recognizing the remarks of other reviewers, therefore the benefits of peer assessment cannot be fulfilled. In the past, researchers frequently employed post-event questionnaires to examine the effects of peer assessment on learning effectiveness, which did not accurately reflect the quality of peer assessment in real time.

This study employs a multi-label model and develops a self-feedback system in order to use the AIOLPA system in the classroom to enhance students' learning efficacy and the validity of peer assessment.

The research findings indicate that the better peer assessment through the rapid feedback system, for the evaluator, encourages more self-reflection and attempts to provide more ideas, so bringing the peer rating closer to the instructor rating and assisting the evaluator. Improve self-evaluation and critical thinking for the evaluator, peers make suggestions and comments to help improve the work and support the growth of students' learning effectiveness, which can lead to more suggestions and an increase in the work’s quality.

ESD consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. This study builds an online peer assessment system with a self-feedback mechanism capable of classifying peer comments, comparing them with scores in a consistent manner and providing prompt feedback to critics.

Research on knowledge creation within eSports learning is scarce. This study extends the understanding of competition-oriented collaborative learning in eSports by examining the relationship between the dynamics of knowledge creation modes and the continuum of the motivational profile, along with the moderating effects of mutualistic co-presence therein.

Participants were recruited from the community of massively multiplayer online gamers (MMOGs). Through a quantitative survey, their motivations (i.e. self-extrinsic, self-intrinsic, peer-extrinsic and peer-intrinsic motivations), knowledge creation involvements (i.e. internalization, externalization, combination and socialization) and perception of mutualistic benefit of self and peers were captured for hypothesis testing.

Significant and positive direct relationships were observed between four motivations and four knowledge creation modes. The mutualistic co-presence positively moderated the positive relationship between the self-extrinsic, peer-extrinsic and peer-intrinsic motivations and socialization. When mutualistic self-benefit were outweighed, peer-extrinsic motivated gamers became less likely to perform internalization, whereas self-extrinsic and peer-extrinsic motivated gamers were less likely to perform combination.

This study is among the first to rationalize the relationship between motivational profile and the dynamics of knowledge creation in eSports learning. The conceptualization of the new construct – mutualistic co-presence – using the ecological concept of symbiosis is uncommon in prior literature. The findings also demonstrate that the four modes of knowledge creation in eSports learning are continuous and interwoven; they can be initiated at any point and do not necessarily occur in a specific sequence.

This study explored teachers' perceptions of a specific, collaborative peer observation structure, collegial visits, and collegial visits' connection to collective teacher efficacy (CTE). The research question was: how do teachers perceive collegial visits, particularly with respect to their influence on CTE?

Within this qualitative descriptive study, 13 K-12 educators from three northeastern USA schools (one urban high school and a suburban middle and elementary school) were interviewed individually and/or in a focus group.

Utilizing social cognitive theory as a framework for analysis, the authors found a theme of a shift from uninformed to informed perceptions of the collective. Results demonstrated that collegial visits foster positive CTE beliefs.

Since collegial visits were found to increase participants' CTE, a construct others have associated with increased student achievement, school leaders should consider implementing collegial visits as a professional learning structure in their schools after considering their specific context.

Though there has been recent scholarship connecting peer observations and CTE, there has been no research, to date, to examine the effect of the specific structure of collegial visits on CTE.

As university faculty faced new challenges, such as rapid digital social and the coronavirus disease 2019 (COVID-19) response, this study aimed to identify the daily changes in the interaction between the faculty and the organizational environment (colleague, policy and new issue) by exploring their recent dynamic educational efforts and the professional development.

This is a study wherein perceptions of 20 faculty from 15 universities and colleges were collected through in-depth online interviews. The authors analyzed interview data by arranging and visualizing the analyzed data using network clustering. Further, they applied the Latent Dirichlet allocation of the topic modeling to monitor the appropriate number of clusters, ultimately determined as four clusters using partial clustering.

The results showed that university faculty spontaneously tried to solve the problems through informal learning while the commitment to peer learning was deepening, reflecting the collectivist orientation nature of Chinese culture. Besides, the faculty also required support to reflect on their daily efforts for professional development. These results about their various learning routines prove the justification for the faculty's professional development to be discussed from the “learning by doing” perspective of lifelong learning.

This study proved the significance of informal learning for university faculty's professional development and the reasonable value of peer learning, and provided insights into how the Chinese context may influence university faculty's informal learning experience.

This study uses a mixed methods approach to investigate the pedagogical approaches and teaching practices that the English Department at a private Lebanese university implemented to rectify the deteriorating speaking skills of their students during the first few months of the lockdown in Lebanon between March and June 2020. The data consisted of semi-structured interviews with English instructors, the speaking assessment scores, and the English peer support program (PSP) enrollment records. Qualitative analysis of the interviews identified the main challenges that the English instructors faced during their transition from face-to-face (FTF) to distance education. The analysis also identified the intervention strategies that were implemented to overcome these barriers to learning and adapt to and even benefit from computer-mediated communication (CMC) instruction and other technological resources to develop and improve the oral proficiency and fluency of tertiary English as a Foreign Language (EFL) students. The quantitative analysis referred to the average percentage variation of the pre-test and post-test scores of the speaking assessment to track the improvement (or lack thereof) of the students’ speaking skills across four semesters, prior to and after the intervention. A one-way ANOVA test was also conducted for the enrollment records of the English PSP and speaking assessment scores that showed that the program was an effective form of intervention that helped struggling students to at least prevent the further deterioration of their speaking capabilities in English. These findings show that for students to develop and enhance their speaking skills in English in a distance education context and during emergency times, efforts need to be made to reduce the hindering psychological factors and address all technology-related barriers that disrupt the online language learning environment and process.

With practical entrepreneurship capabilities becoming ever more important for all university graduates, whether they are starting their own business or adding value to an organisation by innovating, improving, and problem-solving, what role do business incubators (BIs) play in helping to develop these capabilities for students? This chapter aims to better understand the role of BIs as extra-curricular entrepreneurship activity in universities through a narrative account of business incubation practice in three institutions – two in England and one in Australia. Utilising a practice-led methodology, the study is underpinned by social capital theory and a critical realist ontological perspective on incubation’s mechanisms, processes, and structures. Across these examples, there are common underpinning principles of entrepreneurial learning and socio-economic development. However, there are differences in implementation regarding space for incubation. Where the BI is on campus and closely integrated with extra-curricular entrepreneurship activity, this results in a cohesive graduate startup community and ongoing peer support. With no BI present, the opposite is observed. The chapter argues that without the infrastructure to build and maintain a community of nascent entrepreneurs to benefit from sustained peer learning, there can be negative impacts on the entrepreneurs and a visible gap affecting the entrepreneurial ecosystem. The chapter concludes with a practice note providing practical considerations for university BIs in communicating the significance of the incubator peer group to prospective entrepreneurs to improve realistic expectations and potentially improve their reach to entrepreneurs who may be experiencing isolation during their startup journey.