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The impact of peer learning on student performance in an architectural sustainability course

The impact of peer learning on student performance in an architectural sustainability course 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/approachBased 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.FindingsThe 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/valueTraditional 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Sustainability in Higher Education Emerald Publishing

The impact of peer learning on student performance in an architectural sustainability course

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References (42)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1467-6370
eISSN
1467-6370
DOI
10.1108/ijshe-11-2020-0447
Publisher site
See Article on Publisher Site

Abstract

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/approachBased 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.FindingsThe 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/valueTraditional 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.

Journal

International Journal of Sustainability in Higher Education – Emerald Publishing

Published: Jan 6, 2022

Keywords: Sustainable design; Peer tutoring; Cooperative learning; Architectural education; Collaborative learning; Peer learning

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