Reconceptualising peer learning in Higher Education: creating a sense of belonging, mattering and reciprocal learning for students and teaching staff

Jones, Jenni and O'Leary, Matt and Wright, Victoria and Hughes, Julie (2026) Reconceptualising peer learning in Higher Education: creating a sense of belonging, mattering and reciprocal learning for students and teaching staff. Studia Paedagogica. ISSN 1803-7437 (In Press)

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Abstract

The benefits of peer learning are widely recognised in education, yet there are differences in definitions and understanding in how this unfolds, how it is experienced and can be effectively supported under evolving conditions. This paper contributes to the growing research interest in this area within higher education (HE). The paper argues for the rethinking of the definition of peer learning to include students and teachers as peers. The paper starts with a critical discussion of the literature on peer learning, power dynamics in relationships, and creating the environment for engagement. Drawing on teaching staff and student reflections from a 2-year student-staff partnership project involving three UK universities, this study aims to highlight the importance of collaboration between students and teachers as equals in the learning process. The paper illustrates how through a cycle of collaborative observation (CoCO), reciprocal interactions between students and staff created an enhanced sense of belonging, mattering and learning for both parties.

Item Type:	Article
Dates:	Date Event 3 July 2026 Accepted
Uncontrolled Keywords:	higher education, peer learning, student-teacher partnership, observation, belonging, mattering
Subjects:	CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions:	Law and Social Sciences > Education
Depositing User:	Gemma Tonks
Date Deposited:	10 Jul 2026 14:22
Last Modified:	10 Jul 2026 14:22
URI:	https://www.open-access.bcu.ac.uk/id/eprint/17113

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