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This review surveys learning-by-teaching literature across disciplines to formally present the method to engineering educators. It defines the approach, summarizes theoretical support, explains the teaching process, and reports seminal studies examining impacts on learning. Implications for engineering education are discussed based on the overall synthesis.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-review-of-learning-by-teaching-for-engineering-educators/588623/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-review-of-learning-by-teaching-for-engineering-educators/588623.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is learning-by-teaching, according to the review?","Question",{"text":112,"@type":113},"Learning-by-teaching is described as a pedagogical approach that places students in the role of teacher so that both teaching and learning activities support understanding.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the review cover about the learning-by-teaching method?",{"text":117,"@type":113},"The review defines learning-by-teaching, provides theoretical support for its use, details the teaching process, and summarizes seminal work investigating learning impacts in multiple contexts.",{"name":119,"@type":110,"acceptedAnswer":120},"How is the teaching process structured in the review?",{"text":121,"@type":113},"The teaching process includes activities such as preparation, presentation, and assessment, supported by processes including review, reformulation, organization, reflection, and observation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588623,1792193168,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSUMMER 2012  \nA Review of Learning-by-Teaching for Engineering Educators  \nADAM R. CARBERRY  \nArizona State University Mesa, AZ  \nand  \nMATTHEW W. OHLAND Purdue University West Lafayette, IN  \nABSTRACT  \nLearning-by-teaching is a pedagogical approach grossly underused in the education of engineers at all levels. The existing learning-by-teaching literature across all disciplines was reviewed with the intent of formally presenting this teaching method to engineering educators. The review defi nes learning-by-teaching, presents theoretical support for use, details the teaching process, and reports seminal work in a variety of contexts investigating the impacts on learning. The overall review is then discussed in terms of possible implications for engineering education.  \nKeywords: Learning-by-Teaching, Student-Centered Learning, Social Learning  \nINTRODUCTION  \nTeaching is the major tenet of education that imparts knowledge of or skill in a particular area. In the history of education, the practice of teaching has taken many forms and occurred in many different settings. Changes in teaching practices have mirrored human and technological development as well as societal needs. This is certainly true for engineering with a major shift in engineering education from practical application to engineering science around the time of World War II.  \nA continued evolution of teaching practices in engineering have been accompanied by the advent of engineering education research and a desire by countries to be competitive in science, technology, engineering, and mathematics. Knowledge about how people learn (Bransford, Brown, & Cocking, 2000), the learning styles of students (Felder, Felder, & Dietz, 2002; Felder & Silverman, 1988), pedagogies of engagement (Smith, Sheppard, Johnson, & Johnson, 2005), and success in college (Astin,  \nSUMMER 2012 1  \nADVANCES IN ENGINEERING EDUCATION  \nA Review of Learning-by-Teaching for Engineering Educators  \n1993; Kuh, Kinzie, Schuh, & Witt, 2005; Pascarella & Terenzini, 1991; Pascarella & Terenzini, 2005) have suggested major renovations of the current practices; yet, the conventional view of teaching relative to learning has been unidirectional – experts responsible for teaching students. This traditional perspective is in direct contradiction to the ancient philosophy that “by teaching we are learning” and the famous Joseph Joubert (French Philosopher, 1754-1824) quote that “to teach is to learn twice”. Initiatives started in the 1980’s to implement active (Bonwell & Eison, 1991) and experiential learning (Kolb, 1984) have allowed student-centered approaches to become a focal point of engineering education reform (Prince, 2004); however, learning-by-teaching has seen sparse discussion in the literature.  \nPlacing the student in the role of teacher permits the student to benefit from the activities implicit in teaching and simultaneously allows the teacher to play the more effective role of coach or guide. As such, the roles of teacher and learner are blurred to allow both stakeholders to succeed in their given task. Successful implementation of this pedagogy has been seen at the K-12 level in the Montessori schools (Lillard & Else-Quest, 2006) and the Lernen durch Lehren programs throughout Germany (Martin, 1989) .  \nThe following review examines the underlying principles of learning-by-teaching with the purpose of explicit introduction and increased awareness of this effective pedagogical approach to engineering educators. First, an analysis of the activities involved in the teaching process will be used to describe the mechanisms that elicit learning. Next, a discussion of associated theoretical underpinningsis presented to establish a support framework for offering students a teaching practicum. Finally, a description of various learning-by-teaching approaches – peer tutor","cbCaimobAIvMJDjE","https://ap.wps.com/l/cbCaimobAIvMJDjE","pdf",917130,17,"English","# Abstract\n# Introduction\n## Learning-by-Teaching in Engineering Education\n# The Teaching Process\n## Preparation","[{\"question\":\"What is learning-by-teaching, according to the review?\",\"answer\":\"Learning-by-teaching is described as a pedagogical approach that places students in the role of teacher so that both teaching and learning activities support understanding.\"},{\"question\":\"What does the review cover about the learning-by-teaching method?\",\"answer\":\"The review defines learning-by-teaching, provides theoretical support for its use, details the teaching process, and summarizes seminal work investigating learning impacts in multiple contexts.\"},{\"question\":\"How is the teaching process structured in the review?\",\"answer\":\"The teaching process includes activities such as preparation, presentation, and assessment, supported by processes including review, reformulation, organization, reflection, and observation.\"}]","A Review of Learning-by-Teaching for Engineering Educators | PDF",1792065620,43]