Sharing responsibility for learning: understanding interactions in an Algerian peer-based learning community

Abstract
The importance of online peer learning (PL) and interaction in building students’ sense of
community is well recognised in the literature and it is even becoming increasingly relevant
because of the substantial change in instruction as a result of the COVID-19 pandemic.
However, there is a lack of research describing students’ experience of peer interaction and their
perception of community in an online synchronous environment. To address this gap, this
research, using a qualitative case study analysis, examined students’ perception of their
interactions, how and why they engaged in a synchronous peer discussion, and how their peer
interaction experiences influenced their learning and sense of community.
The research setting is two Algerian master’s distance learning programmes, Applied
Linguistics and Local Administration. While the MOODLE platform used by both programmes
to deliver the course content offered online interactional spaces with opportunities only for text-based communication, it was expected that the use of the Skype software, that was widely used
in Algeria, would provide an interactive learning platform where students are able to form a
peer-based learning community and exchange immediate feedback without the involvement of
a teacher. Challenges for synchronous peer interaction, the value of peer group interaction, and
the impact of the synchronous environment on learning and sense of community emerged as
key findings to understand the contribution of synchronous PL to the students’ overall distance
learning experience. Data also suggested that developing a more robust community was
hindered by sociocultural issues, such as not using the webcam despite showing readiness to
engage in audio-visual PL practice and doubting the correctness of some answers because of
the absence of the teacher’s evaluation. Although the two groups showed some differences in
the nature and level of the interaction taking place in the Skype PL sessions, they also showed
some similarities in the dynamics of interaction that were further explored using Garrison and
his colleagues’ (2010) Community of Inquiry (CoI) framework and based on these findings, this
study suggests a model of online synchronous PL.
The need for such research is apparent as the focus on online pedagogical strategies continues
to increase as well as the exposure levels to the online and distance modes of study by a varied
group of students. Hence, the findings indicate implications for online distance learning
pedagogy including the application of online PL and the CoI framework.