Learning-through-teaching, a collaborative learning strategy

Chiang Shih, Namas Chandra, Patrick Hollis

Research output: Contribution to journalConference articlepeer-review

1 Scopus citations

Abstract

We have proposed the promotion of collaborative learning by systematically engaging all students in an innovative "Learning-Through-Teaching" (LTT) pedagogical practice in the core Mechanical Engineering curriculum. The LTT program empowers students with self-learning capability by involving them in the actual classroom/laboratory teaching. Through LTT, students learn from and teach to their own peers, thus developing a horizontal bonding among students that helps create a communal desire for mastery of the material. This practice not only enhances their study skills but also changes their attitude toward the overall educational experience. We have practiced the LTT concept in our department recently by implementing the program from the sophomore-level "Introduction to ME" class, to the junior-level "Thermal and Fluids Laboratory" class, and to the senior-level technical electives; all with different degrees of success. Based on our preliminary assessment, most students who have participated in the LTT practice indicate that the program had a positive impact on their overall learning experience. We believe that the systematic involvement of students in the LTT experience can transform them from being passive recipients into active learners thus preparing them for a life-long self-learning experience.

Original languageEnglish (US)
Pages (from-to)8965-8974
Number of pages10
JournalASEE Annual Conference Proceedings
StatePublished - Oct 25 2004
Externally publishedYes
EventASEE 2004 Annual Conference and Exposition, "Engineering Researchs New Heights" - Salt Lake City, UT, United States
Duration: Jun 20 2004Jun 23 2004

All Science Journal Classification (ASJC) codes

  • Engineering(all)

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