Enhancing Peer Learning in STEM Blended Course: A Pilot Study on Chemical Equilibria

Abstract

The transition to emergency online education during the pandemic reaffirmed the importance of a sense of belonging among students. However, promoting effective collaboration fostering social belonging in STEM blended learning remains a challenge, especially when opportunities for in-person contact are limited. This pilot study explored the practical implementation of adaptable, easy-to-apply peer learning activities in a first-year Chemical Equilibria blended course. A mixed method design combined quantitative data from exam analysis and surveys with qualitative insights from a focus group interview to capture both student performance and learning experiences. The findings suggest that the structured peer learning activities used in this study may enhance students’ sense of belonging and potentially support improved performance on related learning tasks. Key elements that appear to contribute to success include mandatory individual preparation supported by online materials, opportunities for students to assist each other first, and the important role of teaching presence in fostering higher-order thinking. Moreover, this study identified scientific uncertainty as a potential source of stress for first-year students. This exploratory, practice-oriented pilot study demonstrates how low-threshold peer learning activities can be integrated into courses. It offers practical insights and inspiration for educators seeking to strengthen STEM teaching in blended learning environments.