[論文レビュー] From Earthquake Solidarity to Educational Equity: Conceptualizing a Sustainable, Volunteer-Driven P2P Learning Ecosystem at Scale

Öykü Kaplan, Adam Przybyłek+2 more|arXiv (Cornell University)|Feb 17, 2026

Online and Blended Learning被引用数 0

ひとこと要約

この論文は、2023年の地震後にボランティア主導の非相互的な遠隔オンライン指導が、2年間で300人以上の学習者と40人以上のチューターによって持続可能でスケーラブルなP2P学習エコシステムへと発展し、再現性のある設計原則を提供することを記録している。

ABSTRACT

This study examines the evolution of a grassroots, volunteer-driven peer-to-peer (P2P) educational initiative from an emergency response to the 2023 Türkiye earthquake into a sustainable ecosystem that operated for over two years and supported 300+ middle-school learners with 40+ volunteer tutors. Employing an interpretive case study approach, we triangulated data from participant observation, focus groups, questionnaires, and collaborative visioning workshops to investigate the socio-technical dynamics enabling long-term resilience in a fully online, nonreciprocal far-peer tutoring setting. Our findings reveal that while age proximity fosters trust and open communication, it also poses challenges for tutors who must balance peer rapport with instructional authority. Volunteer engagement is driven primarily by intrinsic motives - educational impact and community belonging - while optional micro-earning is envisioned as a practical enabler for long-term sustainability. Tutees report significant gains in confidence, self-expression, and accelerated comprehension, attributing these outcomes to personalized, interactive sessions within a "family-like" safe space that combines academic instruction with socio-emotional support. Notably, tutees view tutors as aspirational role models and express strong intentions to return as tutors themselves, envisioning a self-regenerating cycle of intergenerational reciprocity that carries knowledge and solidarity from generation to generation. Both cohorts call for a dedicated platform featuring integrated scheduling, personalization, feedback, and quality assurance mechanisms. We synthesize these insights into theory-informed implications and five design principles for sustainable P2P learning ecosystems at scale.

研究の動機と目的

• Investigate how a grassroots, volunteer-driven P2P tutoring initiative evolved from emergency response to a sustainable learning ecosystem.
• Identify socio-technical factors that enable long-term resilience and scalability in online P2P learning contexts.
• Derive transferable design principles to guide future volunteer-driven P2P education initiatives at scale.

提案手法

• Employ an interpretive case study of the Earthquake Solidarity Project.
• Triangulate data from participant observation, focus groups, questionnaires, and visioning workshops.
• Use thematic analysis for qualitative data and diverging stacked bar charts for Likert-type questionnaire data.
• Combine documentation analysis (session reports, diary) with fieldnotes and two rounds of focus groups.
• Incorporate collaborative visioning workshops (Cover Story) to explore future platform design and scalability.

実験結果

リサーチクエスチョン

• RQ1 RQ1: What factors influence the motivation and sustained participation of volunteer tutors and learners in online P2P educational programs?
• RQ2 RQ2: How do tutors and learners perceive the effectiveness of the online P2P learning model?
• RQ3 RQ3: What barriers, facilitators, and key design principles underpin the scaling of volunteer-driven, online P2P educational ecosystems toward widespread adoption?

主な発見

• The initiative supported over 300 learners and engaged more than 40 volunteer educators, sustaining operations beyond the initial crisis.
• Intrinsic motives (educational impact, community belonging) drive volunteer engagement, with micro-earning envisioned as a sustainability enabler.
• Learners reported increased confidence, self-expression, and faster comprehension through personalized, interactive sessions in a family-like, socio-emotional supportive space.
• Age proximity between tutors and learners aided trust but created authority challenges requiring appropriate instructional governance.
• Learners and tutors identified the need for a dedicated platform with integrated scheduling, personalization, feedback, and quality assurance to scale effectively.