Literaturnachweis - Detailanzeige
| Autor/inn/en | Núñez-Andrés, M. Amparo; Martinez-Molina, Antonio; Casquero-Modrego, Núria; Suk, Jae Yong |
|---|---|
| Titel | The Impact of Peer Learning on Student Performance in an Architectural Sustainability Course |
| Quelle | In: International Journal of Sustainability in Higher Education, 23 (2022) 1, S.159-176 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1467-6370 |
| DOI | 10.1108/IJSHE-11-2020-0447 |
| Schlagwörter | Peer Teaching; Tutoring; Tutors; Active Learning; Cooperative Learning; Architectural Education; Design; Sustainability; Performance Factors; Instructional Effectiveness; Student Motivation; Undergraduate Students; Knowledge Level; Skill Development; Texas (San Antonio) |
| Abstract | Purpose: The importance of sustainability in architecture currently necessitates the integration of innovative teaching strategies on the subject into architecture programs. This study aims to introduce and examine peer learning pedagogy by peer tutoring to educate architecture students in sustainable design. Design/methodology/approach: Based on class assignments proposed in two different architecture sustainability-focused courses in the second and fourth years of the Bachelor of Science in architecture program, a total of 103 students assessed the proposed peer learning experience and its impact on their sustainability mindsets and education. Subjective surveys for evaluating the peer learning experience were designed and delivered at different stages of the course sequences. A total of 502 survey responses were obtained in the study. Findings: The qualitative and quantitative data analysis confirms that the proposed peer learning by peer tutoring increased students' knowledge, motivation and commitment to sustainable design. In addition, participants became more confident in applying sustainable design skills and their academic grades improved more than 25% compared to previous courses using traditional teaching methods. Originality/value: Traditional architecture education has long been criticized for their pedagogical methodologies based primarily on passive learning. Recently, these programs have begun to prepare students to become active learners and communicators in collaborative and multidisciplinary environments. A mixed-method approach of combining pre-/post-experience surveys and analysis of final grades was used to determine the level of success and the quantifiable behavior change delivered by students involved in this peer learning experience. (As Provided). |
| Anmerkungen | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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