Enhancing Learning Experience through Student Peer Teaching in Free Electives: A Case Study of an International University in China

Student peer teaching, an innovative educational approach, has gained prominence as a valuable complement to traditional teaching methods in higher education in recent years. It is a model that allows students to share knowledge, skills, and experience among themselves, which can be equal to or even more effective than traditional teacher-led instruction in some cases. In this context, academic institutions at various levels, both domestically and abroad, have embarked on endeavours to explore and optimize this approach, with the goal of further enhancing students' learning experience.

Chinese Culture Teaching Centre (CCTC) at Xi’an Jiaotong-Liverpool University (XJTLU), an international joint venture university located in China, has carried out the student instructor program in which selected student instructors are responsible for designing module handbooks and delivering teaching to their peers. All candidates applying for student instructor positions are encouraged to teach free electives relevant to their research fields or interests, and must successfully pass a resume screening, on-site interview (including a teaching demonstration), and pedagogical practice sharing session from full-time academic staff on campus before their debuts. These student instructors not only extend their own understanding and interpretation of the module, but also inspire critical thinking and collaborative learning. This paper investigates the student peer teaching practice on free electives from CCTC at XJTLU, aiming to elucidate its values and impacts on higher education.

Employing both qualitative and quantitative analysis method, this study explores students’ perceptions of peer teaching influence on their learning journey. The analysis is based on the data collected from questionnaire surveys and in-depth interviews with both student instructors and learners. The findings indicate that peer teaching serves as an important role in helping students develop comprehensive skills in teaching and learning free electives. It notably enhances presentation and communication skills, as well as other professional competencies.

This paper finds that student instructor program provides an enriched environment for learners’ transformative learning experiences, developing their competencies beyond the traditional teacher-led classrooms. It proposes recommendations for the refinement and advancement of student instructor program, making it more effective in enhancing the learning experiences of student instructors and learners.