Abstract
The basis of the study of peer learning is not only cognitive gain, but the relationship with a complex of social skills. A detailed analysis of two studies dealing with social impacts on peer learning is performed in this work.
This issue is important from the point of view of the public and also some educational institutions on the concept of peer learning as a form of tutoring or just peer support. In fact, the results of peer learning are much broader.
The aim of the work is to find out how peer learning benefits from social relations and how peer groups participate in raising the level of education. The research question was: "Is social inclusion important for peer learning and what?" and "What are the results of peer learning interventions?".
As a hypothesis, I stated that: "Interventions in peer learning help to increase students' knowledge and learning outcomes." The work first describes the study in the first chapter, in which peer relationships are presented and their sense of peer learning is briefly characterized. At the same time, the social subtext is emphasized, which is then elaborated in the second chapter.
In this main part of the work, the results of the study are analyzed, which deals with the social environment, which students prefer at the expense of study results, and it is concluded that certain interventions are necessary. These interventions are also described and analyzed.
In the third part, a study is analyzed in which peer leaders are selected to conduct teaching directly in an interventional way, and the result is described. Finally, the results are summarized.
The methodology of the work is therefore the analysis of 3 different studies, which are to prove or refute that the interventions are necessary from a social point of view and the method of grounded theory is used. That is, the analysis of the study and verification of the theory it creates, and the re-analysis and verification of further studies.
Finally, the answers to the research questions and the verification of the hypothesis are performed.