Implementation of Interactive Peer Learning Environment Enhances Learners‟ Self-Esteem and Self-Efficacy

Keywords: self-esteem, self-efficacy, collaboration, interactive peer learning environment, motivation


The study had objective to investigated how learners can be motivated to pass on their knowledge to others using interactive peer learning. Interactive peer learning that encourages teaching other students who seek help enhances learner self-esteem and self-efficacy. An excellent illustration of an interactive peer learning environment is a student who teaches their peer students through question-answer activities. The student‟s motivation rises while teaching peers and triggers teaching in others by interaction during collaborative learning. The experiment operated under two conditions: a blackboard system (BBS) and a computer-mediated environment (CME). A CME is an interaction model in which the system has the power to select which student will answer the questions, while a BBS is an interaction model whose system does not select the student who will answer the questions. The results found that self-efficacy was higher in the CME than the BBS.

Author Biographies

Ellina Rienovita, Shizuoka University

Graduate School of Science and Technology and Department Curriculum of Educational Technology

Masashi Taniguchi, Shizuoka University

Graduate School of Integrated Science and Technology

Masato Kawahara, Shizuoka University

Graduate School of Integrated Science and Technology

Yugo Hayashi, Ritsumeikan University

College of Comprehensive Psychology

Yugo Takeuchi, Shizuoka University

Graduate School of Science and Technology


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