TY - GEN
T1 - Enhancing Student Engagement with Disruptive Pedagogy Through Peer-to-Peer Learning
T2 - 46th Australasian Universities Building Education Association Conference, AUBEA 2023
AU - Qumbisa, Nolwazi
AU - Awuzie, Bankole
N1 - Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.
PY - 2025
Y1 - 2025
N2 - The emergence of various Fourth Industrial Revolution (4IR) technologies and the covid-19 pandemic has expedited the digitisation of the contemporary pedagogy in the Higher Education Institution (HEI) context resulting in disruptive pedagogies. However, such abrupt adoption of these technologies has posed unintended consequences for learners who were mostly unprepared. Extant literature suggests the usefulness of peer-to-peer (P2P) learning platforms in engendering knowledge sharing among learners. However, limited studies have explored the utility of P2P in fostering increased levels learner adaptation to digital technologies in developing country and construction management education contexts, respectively. This study contributes towards bridging this gap using a case study of a South African University of Technology’s (UoT) department of Built Environment. A questionnaire survey involving purposively selected respondents (n = 26) was conducted to assess the effectiveness of P2P learning in enabling student engagement with disruptive pedagogies. The survey’s respondents comprised of students who had started their studies during the pandemic. Results of this preliminary quantitative analysis suggest a statistically significant improvement in student engagement levels with disruptive pedagogies compared to traditional teaching methods due to the use of P2P learning platforms. Also, the results indicated that although these students were not prepared for online teaching and learning, P2P learning enabled them to improve their levels of proficiency in the use of disruptive pedagogies. Future research will further investigate the long-term effects of P2P platforms on student engagement with disruptive pedagogies and associated learning outcomes, as well as explore potential challenges and best practices for its implementation in various educational settings. The study provides suggestions on how to enhance the utility of P2P platforms in preparing students to engage with disruptive pedagogy protocols in the future.
AB - The emergence of various Fourth Industrial Revolution (4IR) technologies and the covid-19 pandemic has expedited the digitisation of the contemporary pedagogy in the Higher Education Institution (HEI) context resulting in disruptive pedagogies. However, such abrupt adoption of these technologies has posed unintended consequences for learners who were mostly unprepared. Extant literature suggests the usefulness of peer-to-peer (P2P) learning platforms in engendering knowledge sharing among learners. However, limited studies have explored the utility of P2P in fostering increased levels learner adaptation to digital technologies in developing country and construction management education contexts, respectively. This study contributes towards bridging this gap using a case study of a South African University of Technology’s (UoT) department of Built Environment. A questionnaire survey involving purposively selected respondents (n = 26) was conducted to assess the effectiveness of P2P learning in enabling student engagement with disruptive pedagogies. The survey’s respondents comprised of students who had started their studies during the pandemic. Results of this preliminary quantitative analysis suggest a statistically significant improvement in student engagement levels with disruptive pedagogies compared to traditional teaching methods due to the use of P2P learning platforms. Also, the results indicated that although these students were not prepared for online teaching and learning, P2P learning enabled them to improve their levels of proficiency in the use of disruptive pedagogies. Future research will further investigate the long-term effects of P2P platforms on student engagement with disruptive pedagogies and associated learning outcomes, as well as explore potential challenges and best practices for its implementation in various educational settings. The study provides suggestions on how to enhance the utility of P2P platforms in preparing students to engage with disruptive pedagogy protocols in the future.
KW - Built environment
KW - Covid- 19
KW - Disruptive pedagogy
KW - e-Learning
KW - Peer-to-Peer learning
UR - http://www.scopus.com/inward/record.url?scp=105005933757&partnerID=8YFLogxK
U2 - 10.1007/978-981-96-1181-2_13
DO - 10.1007/978-981-96-1181-2_13
M3 - Conference contribution
AN - SCOPUS:105005933757
SN - 9789819611805
T3 - Lecture Notes in Civil Engineering
SP - 159
EP - 169
BT - Creating Capacity and Capability
A2 - Sutrisna, Monty
A2 - Jelodar, Mostafa Babaeian
A2 - Potangaroa, Regan
A2 - Atapattu, Chinthaka
A2 - Samarasinghe, Don Amila Sajeevan
PB - Springer Science and Business Media Deutschland GmbH
Y2 - 26 November 2023 through 28 November 2023
ER -