Abstract
Peer learning underpins the effectiveness of many engaging pedagogies. This study combined peer learning within teams and learning from more capable peers to form a multi-layered peer learning model. The effectiveness of using this approach in a course on engineering grand challenges was evaluated through pre- and post-tests on students’ perception of their abilities, assessment rubrics, and focus groups. Results demonstrated that in a collaborative problem-solving environment, students learned from interacting with each other, and from being challenged with alternative perspectives by peer tutors. Peer tutors learned through reflecting on their own experience.
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