ABSTRACT
The aim of this qualitative systematic review is to synthesize findings from a selection of studies that center on formal peer teaching of the whole group, which enables a peer teacher (or a group of peer teachers) to replace the traditional teacher in front of the class. It includes six studies of both cross-level peer teaching and same-level collective peer teaching in tertiary education. The primary objective is to examine how three distinct learning positions (peer teacher learning, peer student learning, and collective peer learning), briefly introduced in Chapter 1, influence this type of peer teaching. The goal is to increase our understanding of the complexity of this type of learning.
