by: the Coordinator of the Engineering Education, FKJ

Credit to: AP. Ts. Dr. Mohd Kamaruddin bin Abd Hamid (Deputy Dean - Academics & International, FKJ)

Introduction

In engineering education, the traditional lecture model often positions students as passive recipients of knowledge. However, the demands of the modern engineering workforce require more than just technical know-how; they demand collaboration, communication, and critical thinking. One effective way to nurture these competencies is through peer teaching. Peer teaching, where students take on the role of educators for their classmates, encourages active engagement with the material and transforms the learning experience into a collaborative journey. This article explores how peer teaching strategies can be effectively implemented in engineering classrooms and why they lead to deeper learning. 

Why Peer Teaching Works

Peer teaching is grounded in the idea that students often learn better when they explain concepts to others. This "protégé effect" suggests that the act of teaching reinforces the teacher's understanding. In engineering, where concepts can be complex and abstract, peer explanations often use language and examples that resonate better with fellow students than those provided by instructors. This student-centered approach promotes ownership of learning, fosters empathy, and builds a stronger classroom community.

Moreover, peer teaching aligns with social constructivist theories of learning, emphasizing the importance of interaction, discussion, and scaffolding. When students articulate their thinking, confront misconceptions, and negotiate understanding with peers, they move from surface learning to deep conceptual mastery.

Peer Teaching in Practice: Engineering Examples

At Universiti Malaysia Sabah (UMS), peer teaching has been integrated into several engineering courses, particularly in modules such as Process Simulation and Thermodynamics. In a Process Simulation course, for instance, students work in pairs using Aspen HYSYS software. One student operates the simulation, while the other explains the underlying engineering principles. Roles are reversed halfway through the session, ensuring both students benefit from teaching and doing.

In a Thermodynamics class, a jigsaw approach is used. Each student becomes an "expert" on a specific thermodynamic law or process and then teaches it to their group. This method not only distributes the cognitive load but also gives students a chance to practice technical communication in a low-pressure setting.

Another successful model involves senior students mentoring juniors in laboratory settings. These near-peer interactions help juniors acclimate to lab protocols and equipment, while seniors reinforce their learning and build leadership skills.

Benefits Beyond the Classroom

The benefits of peer teaching extend well beyond academic performance. Students gain confidence in their abilities to communicate technical information, a skill highly valued in industry. They learn to listen actively, give and receive feedback, and manage group dynamics—all crucial for future engineering roles.

Moreover, peer teaching can address equity in the classroom. Students who may struggle with traditional instruction often find peer explanations more relatable. The collaborative nature of peer teaching also reduces feelings of isolation and promotes a supportive learning environment.

Challenges and Considerations

Despite its advantages, peer teaching is not without challenges. There is the risk of misinformation if students share incorrect content. To mitigate this, instructors should provide clear guidelines, monitor peer sessions, and offer timely feedback. Additionally, students may initially resist peer teaching due to unfamiliarity with the method. Building a classroom culture that values collaborative learning is essential.

Assessment is another key consideration. Incorporating reflective journals, peer evaluations, and formative assessments can ensure that both teaching and learning are being effectively captured.

Conclusion

Peer teaching is more than a pedagogical strategy; it is a transformative approach to engineering education. By positioning students as both learners and teachers, we cultivate a deeper understanding of content and essential professional skills. As engineering educators, embracing peer teaching is a step toward creating dynamic, student-centered classrooms where knowledge is co-constructed and learning is truly active.