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Research ArticleSupplementary Articles

Learning by Teaching Others: a Qualitative Study Exploring the Benefits of Peer Teaching

Mimi Wagner and Ann Gansemer-Topf
Landscape Journal, January 2005, 24 (2) 198-208; DOI: https://doi.org/10.3368/lj.24.2.198
Mimi Wagner
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Ann Gansemer-Topf
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Abstract

This research explores how peer-to-peer teaching, a form of collaborative learning, can enhance student learning in non-studio landscape architecture courses by integrating the learning-by-doing model employed and valued in our curricula and profession. We describe a peer-teaching case study, and use qualitative research analysis to explore students’ perceptions of the method’s impact on their learning. Students reported that the peer teaching experience increased their understanding of the subject matter, enabled them to apply course concepts in new settings, and encouraged them to take initiative and be responsible for their own learning. We suggest that peer teaching is a valuable, even critical, experience for students in a professional education program. As this is a single case study utilizing a relatively new pedagogical approach, particularly as it relates to landscape architecture education, we encourage additional research on applications that explore the broader implications for student learning.

  • © 2005 by the Board of Regents of the University of Wisconsin System

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Landscape Journal
Vol. 24, Issue 2
1 Jan 2005
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Learning by Teaching Others: a Qualitative Study Exploring the Benefits of Peer Teaching
Mimi Wagner, Ann Gansemer-Topf
Landscape Journal Jan 2005, 24 (2) 198-208; DOI: 10.3368/lj.24.2.198

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Learning by Teaching Others: a Qualitative Study Exploring the Benefits of Peer Teaching
Mimi Wagner, Ann Gansemer-Topf
Landscape Journal Jan 2005, 24 (2) 198-208; DOI: 10.3368/lj.24.2.198
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