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When Learning Together Goes Wrong: Negative Peer Effects in Online Learning

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  • Shohei Yamamoto
  • Shuma Iwatani

Abstract

This research examined the impacts of peer skill levels and perseverance through two experiments resembling online learning platforms. Study 1 recruited current English learners, while Study 2 involved participants who had not engaged in studying for more than six months. The results in both experiments revealed negative rather than positive peer effects. The participants ceased studying earlier and displayed reduced performance when learning with peers possessing lower perseverance, compared to when studying alone. This pattern was observed for similarly-skilled peers in Study 1 and higher-skilled peers in Study 2. Further analysis indicated that the negative peer effects predominantly originated from participants with lower levels of motivation. Additionally, it was shown that social proximity could foster positive effects when peers possess similar skills and higher perseverance levels. Our findings suggest that the strategic pairing of learners with appropriate partners is crucial for diminishing negative peer effects and enhancing positive peer influences.

Suggested Citation

  • Shohei Yamamoto & Shuma Iwatani, 2024. "When Learning Together Goes Wrong: Negative Peer Effects in Online Learning," ISER Discussion Paper 1242r, Institute of Social and Economic Research, Osaka University, revised Jul 2024.
    • Handle: RePEc:dpr:wpaper:1242r
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    File URL: https://www.iser.osaka-u.ac.jp/library/dp/2024/DP1242R.pdf
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    References listed on IDEAS

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    1. Charles F. Manski, 1993. "Identification of Endogenous Social Effects: The Reflection Problem," The Review of Economic Studies, Review of Economic Studies Ltd, vol. 60(3), pages 531-542.
    2. Angrist, Joshua D., 2014. "The perils of peer effects," Labour Economics, Elsevier, vol. 30(C), pages 98-108.
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