Cooperation between students in blended learning formats

Teachers enable students to learn together autonomously and independent of both time as well as space factors.


Aspects for the vignettes 

  • Ad hoc learning 
  • An unfavourable temporal and/or spatial learning situation 
  • Students need guidance in their learning management 

Learning goals


  • can assess their own level of learning and communicate it to others
  • can assess their learning ability and derive their learning strategies from it
  • learn to agree on a strategy by formulating goals together and by finding learning paths together and by breaking them up into manageable units (“learning bites”)
  • develop their interactional competence both on verbal as well as non-verbal levels
  • deal with subject-matter content in an in-depth and  sustainable way
  • learn about the benefit of tackling a task together
  • learn about the benefit of a deeper relationship between teacher and student


  • get insights into students’ learning behavior
  • learn to give responsibility to the students for their learning progress

Learning fields

Professional learning in:

  • self-evaluation
  • peer-learning
  • team-working
  • goal setting
  • learning strategic planning
  • communication

Learning paths 

  • vignettes analysis and pinpointing relevant aspects for one’s own situation
  • if possible pairing up with another teacher
  • creating adapted vignettes to describe current issues at stake
  • action planning: student pairing (e.g. rather homogeneous or heterogeneous), task assignment (e.g. rather guided or more open), time schedule (e.g. for students and for students-teacher meetings), documentation of work process (e.g. none or portfolio), technical framework (e.g. devices, learning platform) etc.
  • implementation: kick-off
  • supporting the process with the coaching method
  • constant reflection, and if necessary re-adjusting

Learning methods

  • (self) assessment 
  • turning work into a learning trajectory
  • peer learning
  • coaching

Learning environment

  • online meetings in pairs
  • face to face meetings in pairs
  • opportunities to discuss and reflect with the teacher

People involved

  • buddies (two students) 
  • teacher(s)

Indicators of success/impact

  • facts and figures where possible
  • soft factors:
    • students feel that they have improved their learning behavior and/or their subject-matter knowledge and/or their confidence in working independently etc.
    • teacher observes the same
    • feedback by relevant others that they have seen improvements
    • a more trusting relationship between students and teachers