Using Action Research to Implement and Evaluate Peer Learning in Marketing courses: Engaging Students Through Self-Learning

Abstract

Peer Learning (PL) has been used in several academic disciplines, including IT (Chen, 2002; Goode & Teh, 2005; Kjellin & Stenfors, 2003), anatomy (Pandey & Magin, 2003) and management (Gordon & Connor, 2001; Hogan, 1999; Stansfield, 1997). However, there has been no substantive research on Peer Learning usage within a marketing course. To rectify this gap in the literature, this study reports on the use of Peer Learning across two graduate level marketing courses, using an action research design. The paper compares results in the marketing field to the results found in Hogan’s (1999) results in the management field. The concept of Peer Learning was implemented as a form of cooperative learning in the two marketing courses. Quantitative results showed that students from both courses improved their group work abilities along with various personal growth measures. Qualitative results showed that the strengths of Peer Learning involved improved learning, communication, cultural understanding and group work skills, with weaknesses being time pressure and interpersonal differences. The results extend those of Hogan (1999).