Peer-group learning in higher education: The development of higher order skills

Abstract

This paper is concerned with the promotion of higher-order cognitive skills in higher education through small semi-independent student groups (‘syndicates˚s). In a review of the literature, evidence is assembled to show that in certain circumstances syndicate work produces striking results in the development of higher-order skills. Various contributory factors suggested by different authors to account for the effects in ‘successful˚s and ‘unsuccessful˚s classes are reported and a list is drawn up of the kinds of observations that need to be made to define the conditions.