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

Xiaodan Zhou,Ling-Hsiu Chen,Chin-Ling Chen

doi:10.3390/su11041174

Xiaodan Zhou, Ling-Hsiu Chen + Show 1 more

Open Access

https://doi.org/10.3390/su11041174

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Abstract

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.

Highlights

Learner-centered and learner-driven pedagogical approaches are widely perceived as ways to address the challenges of achieving sustainable education [1,2]
This study proposed a pedagogical approach called collaborative learning by teaching which is between learner-centered and learner-driven education
The experiment was conducted on freshmen at a public university in China, and the student perceptions of collaborative learning by teaching (CLBT) were explored and analyzed using qualitative and quantitative methods

Summary

Introduction

Learner-centered and learner-driven pedagogical approaches are widely perceived as ways to address the challenges of achieving sustainable education [1,2]. Since most sustainability issues are complex and uncertain, addressing these issues requires developing high-level sustainable competence, such as critical thinking, collaboration competence, etc. Learner-driven strategies are especially important in sustainable education because the learner-driven pedagogy, which is a more divergent and marginal pedagogy compared to learner-centered pedagogy [3], is seen as an appropriate tool for developing sustainability competencies [8,9,10,11]

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