Near-peer teaching in a university outdoor education program: Following footprints in the sand

Near-peer teaching is an application of social learning theory, where higher education students advanced in their program teach students just starting out. Research indicates that both sets of students benefit from engaging in a near-peer teaching experience. However, near-peer teaching may not be the time-saving, or workforce management solution some claim it to be as the process can be resource intensive. This study explored the perceptions of near-peer teachers and learners in an undergraduate outdoor environmental education program at a regional Australian university. Over a three-year period data were collected from 342 students using an online survey. The perceptions of near-peer teachers and learners are described and compared, and common themes in the qualitative responses were identified. The factors than made the experience effective were recency, relatability, cognitive and social congruence, and authenticity. While social congruence, lack of experience or knowledge, and communication can make the process challenging.