Student Reciprocal Peer Teaching as a Method for Active Learning: An Experience in an Electrotechnical Laboratory

Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to i...

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Bibliographic Details
Published in:Journal of science education and technology 2013-10, Vol.22 (5), p.729-734
Main Authors: Muñoz-García, Miguel A., Moreda, Guillermo P., Hernández-Sánchez, Natalia, Valiño, Vanesa
Format: Article
Language:English
Subjects:
Active Learning
College Students
Education
Education parks
Education, Higher
Educational Practices
Educational Strategies
Educational Technology
Electrical engineering
Engineering education
Foreign Countries
Higher education
Laboratories
Laboratory Experiments
Learning
Learning Experience
Learning laboratories
Methods
Monitors
Motivation Techniques
Peer Teaching
Peer tutoring
Psychology
Resistance (Psychology)
School facilities
Science Education
Selection Criteria
Spain
Student motivation
Student surveys
Students
Teachers
Teaching
Teaching Methods
Training Methods
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Summary:Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to in the literature as reciprocal peer teaching. In this study, the method is applied to laboratory sessions of a higher education institution course, and the students who act as teachers are referred to as "laboratory monitors." A particular way to select the monitors and its impact in the final marks is proposed. A total of 181 students participated in the experiment, experiences with laboratory monitors are discussed, and methods for motivating and training laboratory monitors and regular students are proposed. The types of laboratory sessions that can be led by classmates are discussed. This work is related to the changes in teaching methods in the Spanish higher education system, prompted by the Bologna Process for the construction of the European Higher Education Area
ISSN:1059-0145
1573-1839
DOI:10.1007/s10956-012-9426-4