The Impact of Peer Learning on Conceptual Understanding in Online Engineering Education

Abstract

This study aims to critically explore the impact of peer learning on conceptual understanding in online engineering education. By leveraging current peer-reviewed articles, the research provides an extensive analysis of the efficacy, variations, and challenges of peer learning approaches in virtual engineering classrooms. A comprehensive systematic literature review (SLR) methodology is used in the study, adhering to PRISMA for transparent identification, screening, and assessment of suitable studies. The major databases searched for articles were PubMed, Scopus, and Google Scholar. The inclusion criteria were peer-reviewed articles published from 2015 to 2025, in the English language, and aligning with the scope of this study. The selected articles were then analyzed using a thematic analysis approach to identify patterns related to peer learning approaches like peer instruction, collaborative projects, and discussion forums, improving the conceptual gains of engineering students. Comparative findings were drawn from these parameters related to the study. Based on the extensive review and analysis of literature, a conceptual framework is presented in this paper, highlighting the relationships between peer learning approaches and their implications for online pedagogy. Recommendations focused on optimization of peer learning structures for the online environment in engineering and identifying support mechanisms for diverse learning groups. The review also identified research gaps, promoted adaptive peer learning models and longitudinal studies, and significantly contributed to the advancement of inclusive and effective online engineering education.