Social audiences can disrupt learning by teaching

Herberg, Jonathan S.; Levin, Daniel T.; Saylor, Megan M.

doi:10.1016/j.jesp.2011.07.004

Cited by 7 publications

(2 citation statements)

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“…Listening and speaking correspond to the low-level objectives of Bloom's taxonomy, while teaching and questioning correspond to Bloom's high-level objectives [14]. Many researchers have explored learning by teaching (LBT) with contemporary educational practices [12][13][14][15][16][17]. Bargh and Schul [12] broke down the LBT process into three distinct stages of teaching: preparing to teach, explaining to others, and interacting with others.…”

Section: Introductionmentioning

confidence: 99%

“…Although Confucius said that teaching and learning improve each other, few empirical studies on LBT have been implemented in Chinese higher education until now [15,16]. Considering the potential importance of collaborative learning by teaching students to aid in developing their high-level learning abilities and sustainable competence, especially for students in higher education, it is necessary for us to propose CLBT and fill this gap.…”

Section: Introductionmentioning

confidence: 99%

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Collaborative Learning by Teaching: A Pedagogy between Learner-Centered and Learner-Driven

Zhou

Chen

2019

Sustainability

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Learner-centered and learner-driven pedagogy have long been advocated by many educators and scholars who focus on sustainable education. This study proposes a pedagogical approach called collaborative learning by teaching (CLBT), which is both learner-centered and learner-driven. This study aims to explore and analyze the student perceptions of CLBT by conducting a field experiment in a Chinese public university. The quantitative results show that student perceptions were comprised of three dimensions: perceptions of CLBT, perceptions of teamwork, and perceptions of mobile learning. The male students had significantly more positive perceptions of CLBT and mobile learning compared to the female students. The qualitative findings indicate that although students have some difficulties with self-discipline, they gain much in active learning capabilities and teamwork skills. The relationship between CLBT and sustainability competence should be further studied in the future.

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