Near-peer teaching in a university outdoor environmental education programme: following footprints in the sand

Abstract

Near-peer teaching is an application of social learning theory, where higher education students who are advanced in their programme teach students who are just starting a similar programme. Research indicates that both sets of students benefit from engaging in a near-peer teaching experience. However, near-peer teaching may not be the timesaving, or workforce management solution some claim it to be, as the pedagogy can be resource intensive. This study explored the perceptions of near-peer teachers and learners in an undergraduate outdoor environmental education programme at a regional Australian university. Over a three-year period, data were collected from 342 students using an online survey. Responses to quantitative questions indicated that both near-peer teachers and learners found the pedagogical approach effective. Responses to qualitatitive questions were analysed and common themes identifying what made the near-peer teaching effective were recency, relatability, social congruence, and authenticity; while a lack of authority, experience, and poor communication can make the pedagogical approach challenging. This study affirms the value of near-peer teaching as a collaborative way of partnering with students to encourage learning in higher education.