Near-peer teaching in a university outdoor education program: Following footprints in the sand.
Details:
1:45 – 3:00 pm
6th of December
Room: 4N 154-156
Glyn Thomas
Brendon Munge
Robyn Fox
Near-peer teaching is an application of social learning theory, where higher education students advanced in their program teach students just starting out. Research indicates that both sets of students benefit from engaging in a near-peer teaching experience. However, near-peer teaching may not be the time-saving, or workforce management solution some claim it to be as the process can be resource intensive. This study explored the perceptions of near-peer teachers and learners in an undergraduate outdoor environmental education program at a regional Australian university. Over a three-year period data were collected from 342 students using an online survey. The perceptions of near-peer teachers and learners are described and compared, and common themes in the qualitative responses were identified. The factors than made the experience effective were recency, relatability, cognitive and social congruence, and authenticity. While social congruence, lack of experience or knowledge, and communication can make the process challenging.
About the Presenter
Glyn has worked as an outdoor educator since 1991 across a range of contexts. His research and teaching interests lie in facilitation and experiential education pedagogy. His recent research has focused on near-peer teaching and the motivations for participation in outdoor recreation activities like rockclimbing, mountain biking, and bushwalking. He is a keen climber and golfer and his enthusiasm exceeds his abilities in both pursuits.
Mr Brendon Munge FHEA is an Associate Lecturer in the Bachelor of Education (Secondary) / Bachelor of Recreation and Outdoor Environmental Studies and the Diploma of Outdoor Environmental Studies. Brendon is also the Program Coordinator for the Bachelor of Recreation and Outdoor Environmental Studies and the Diploma of Outdoor Environmental Studies.
Brendon’s primary focus in teaching has been on providing new students with foundational knowledge and experience in outdoor and environmental studies. However, he also has a significant component of his work linked to utilising expeditions, particularly bushwalking, to engage in outdoor education learning.
Robyn Fox is a lecturer in Outdoor Environmental Education at the University of the Sunshine Coast, Australia. Her research explores climate change impacts and opportunities on outdoor environmental education and the role of field naturalist journals in developing ecological literacy in outdoor environmental studies. She has a passion for the river, mountain and coastal environments of south-eastern Australia and enjoys teaching and spending time in these places.
