Learning by Teaching Others: a Qualitative Study Exploring the Benefits of Peer Teaching

Wagner, Mimi; Gansemer-Topf, Ann M.

doi:10.3368/lj.24.2.198

Cited by 17 publications

(9 citation statements)

References 16 publications

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“…And, as Bloom (1953) found, student-centered methods are better than the standard lecture at developing higher order intellectual skills. Similar results have been found by Sorcinelli (1991), Gerlach (1994), and M. Wagner and Gansemer-Topf (2005).…”

Section: The Benefits Of Active and Collaborative Learningsupporting

confidence: 92%

Impromptu Presentations: Boosting Student Learning and Engagement Through Spontaneous Collaboration

Thompson

Switky

Gilinsky

2012

Journal of Education for Business

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This article describes impromptu presentations, a new pedagogical approach for college classrooms that produces full engagement and rapid information processing by students. The technique offers an additional tool to the growing literature on active and collaborative learning. Given a short timeframe, students are required to investigate, analyze, or solve problems assigned by the instructor. This brief critical thinking phase is followed by group presentations in which the students must support their arguments and teach others about relevant course concepts. The traditional idea of learning by teaching serves as the foundational principle behind this approach. Various ways of employing impromptu presentations in the classroom are also described. Finally, the merits of the impromptu presentation approach are highlighted by drawing on the active learning, peer teaching, and levels of learning literature streams.

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Section: The Benefits Of Active and Collaborative Learningsupporting

confidence: 92%

Impromptu Presentations: Boosting Student Learning and Engagement Through Spontaneous Collaboration

Thompson

Switky

Gilinsky

2012

Journal of Education for Business

View full text Add to dashboard Cite

show abstract

“…The "read and teach" group performed better than either of the other groups in learning gains, including on higher-order cognitive tasks. Similar results have been reported by Benware & Deci (1984), Wagner & Gansemer-Topf (2005), Roscoe & Chi (2007), and Gregory et al (2011). This body of research has recently spawned the notion of communal constructivism (Holmes et al, 2001), which stresses the collaborative and intentional construction of knowledge by both teacher and student for the benefit of the community at large.…”

Section: Student-generated Contentsupporting

confidence: 65%

HigherEd 2.0: Web 2.0 in Higher Education

Berger¹,

Krousgrill²

2012

Interactive Multimedia

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“…The practicum, materialised in the form of the design studio, is intrinsically reflective and facilitates the process of reciprocal dialogue. This dialogue is not restricted to that between the tutor and the student, but is a social structure of collaborative learning which is often regarded as the ‘studio culture’ (Wagner & Gansemer‐Topf 2005).…”

Section: Design Studio and Virtualitymentioning

confidence: 99%

Mandatory Virtual Design Studio for All: Exploring the Transformations of Architectural Education amidst the Global Pandemic

Iranmanesh¹,

Onur²

2021

Int J Art Design Ed

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Virtual design studio (VDS) has been a part of the discourse of architectural pedagogy for the past two decades. VDS has been showcased as a potential educational tool in schools of architecture often in controlled, pre‐designed experiments. However, the global COVID‐19 pandemic has forced most schools to move their design studios into virtual space. This article aims to explore the potential advantages and shortcomings of VDS during the COVID‐19 quarantine from the perspective of students in a department of architecture. The study investigates three aspects of VDS namely, participating students’ evaluation of the virtual studio experience, the effectiveness of VDS in achieving the studio’s expected learning outcomes and the evaluation process for final design projects. Some 360 students from eight consecutive design studios participated in the study. The results indicate improvement in students’ ability to conduct independent research and in learning new computer‐aided design (CAD) software. Furthermore, the study finds VDS to be much more applicable for third‐ and fourth‐year students. The results also show a significant decline in background informal peer learning among students. Further studies are needed to address the implementation of a more immersive social experience in VDS.

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Learning by Teaching Others: a Qualitative Study Exploring the Benefits of Peer Teaching

Cited by 17 publications

References 16 publications

Impromptu Presentations: Boosting Student Learning and Engagement Through Spontaneous Collaboration

Impromptu Presentations: Boosting Student Learning and Engagement Through Spontaneous Collaboration

HigherEd 2.0: Web 2.0 in Higher Education

Mandatory Virtual Design Studio for All: Exploring the Transformations of Architectural Education amidst the Global Pandemic

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