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Journal article
The impact of peer learning on student performance in an architectural sustainability course
International journal of sustainability in higher education, v 23(1), pp 159-176
06 Jan 2022
Featured in Collection : UN Sustainable Development Goals @ Drexel
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.
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Details
- Title
- The impact of peer learning on student performance in an architectural sustainability course
- Creators
- M. Amparo Nunez-Andres - Univ Politecn Cataluna, Dept Civil & Environm Engn, Barcelona, SpainAntonio Martinez-Molina - Univ Texas San Antonio, Dept Architecture, San Antonio, TX 78285 USANuria Casquero-Modrego - Lawrence Berkeley National LaboratoryJae Yong Suk - The University of Texas at San Antonio
- Publication Details
- International journal of sustainability in higher education, v 23(1), pp 159-176
- Publisher
- Emerald Group Publishing
- Number of pages
- 18
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Architecture, Design, and Urbanism
- Web of Science ID
- WOS:000677636200001
- Scopus ID
- 2-s2.0-85111146140
- Other Identifier
- 991021890013804721
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- Collaboration types
- Domestic collaboration
- International collaboration
- Web of Science research areas
- Education & Educational Research
- Green & Sustainable Science & Technology