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

Xiaodan Zhou, Ling-Hsiu Chen and Chin-Ling Chen
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Xiaodan Zhou: College of Computer and Information Engineering, Xiamen University of Technology, Xiamen 361024, China
Ling-Hsiu Chen: Department of Information Management, Chaoyang University of Technology, Taichung 41349, Taiwan
Chin-Ling Chen: College of Computer and Information Engineering, Xiamen University of Technology, Xiamen 361024, China

Sustainability, 2019, vol. 11, issue 4, 1-14

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.

Keywords: collaborative learning by teaching; blended learning; sustainability education; active learning; instructional pedagogy (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2019
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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