Abstract

Peer learning, whereby students learn with and from each other, is an integral component of learning in a university setting, yet is rarely formally incorporated into the classroom. Team-Based Learning is an alternative to lecture-based instruction where the majority of class time is spent with student teams working on complex problems and where the majority of the unit assessment is based on team submissions. Phenomenographic analysis of student interviews in a TeamBased Learning unit reveals clear student appreciation of the benefits of structured peer learning, irrespective of individual student capability. Furthermore, the students see team activities as representing a set of ‘opportunities’, namely to: (1) demonstrate contribution to the team, (2) learn from the team, (3) teach other team members, and (4) develop superior team capability. Students who utilise the opportunity to learn from the team emphasise the identification of a highly capable individual (a ‘genius friend’) within the team. Students who utilise the opportunity to teach the team point to the teaching of peers as a means of consolidating and testing their own understanding. The highly-structured team activities inherent to Team-Based Learning, as well as a consequential peer evaluation scheme, are seen to be vital in harnessing the benefits of peer learning.