Learning by doing: An international, interdisciplinary experiment using peer-based learning in an outdoor laboratory

Abstract

Interdisciplinarity and international collaborations are widely regarded as beneficial constructs for students in higher education (Holley, 2009). However, challenges can arise when merging disciplines, methods, and cultures. We focus in on the disciplinary and cultural disconnects that can be experienced in the natural sciences, where field-based learning, a resource intensive but potentially rich pedagogical approach, is often not optimised. We aimed to foster peer-orientated collaboration between undergraduate and postgraduate students from different backgrounds within the natural sciences. Research suggests that this approach would encourage independent and integrative learning (Higgs et al., 2010). Here, we address the challenges faced in field-based learning programmes through an Erasmus+ project that is designing curricular for both student and staff development.