Peer-to-peer learning (or social learning) occurs when people learn from each other. Peer-to-peer learning can occur through conversations, or from observing other people's behavior. For example, if you notice that someone always turns off the lights when they leave a room, you may be more likely to do the same thing. Peer-to-peer learning can be useful in nonformal environmental education, but educators may find it challenging to assess the educational impact of peer-to-peer learning programs. One framework for analyzing peer-to-peer learning is to identify outcomes on three different levels: individuals, networks, and institutions.
Individual learning occurs when people gain knowledge. Network learning occurs when people connect with each other in new ways. And institutional learning occurs when organizations implement a new program or enact a change in their processes. The three-tiered framework for peer-to-peer learning relates to the psychological theory of normalization: people are likely to see something as normal when it is reinforced through their interactions with other people and organizations. This study provides an example of the three-tiered approach to evaluating the outcomes of peer-to-peer learning events focused on residential energy efficiency.
Open Homes are peer-to-peer learning events where homeowners host informal tours to showcase sustainable innovations, such as energy efficiency measures, in their own houses. The authors organized six Open Homes in three communities in Finland; in total, 186 adults attended the Open Homes. The authors observed participants' behavior during the events, and conducted a “quick survey” of 54 participants directly after. They also interviewed local government officials and event organizers, and collected data from media coverage for the events. Finally, the authors interviewed ten participants 1-2 years after the Open Homes. The authors identified recurring themes and trends across the observation data, survey results, and interviews to determine learning outcomes at the levels of individuals, networks, and institutions.
The results showed three types of learning about residential energy efficiency at an individual level: first-hand experience of novel energy systems, a personal understanding of the people who implement these systems, and practical information related to participants' own decision-making. At the network level, Open Homes stimulated discussion about renewable energy and sustainability among participants and within the broader community, as well as built participants' confidence in contributing to these discussions. Institutional learning outcomes of the events had mixed results: In one instance, the Open Homes continued and are now a regular program provided by a local non-governmental organization. In other locations, the events were not self-sustaining. The authors conclude that Open Homes have the potential to become firmly established, given a dedicated group of individuals.
The broader cultural context of this study may have influenced the results, since Finland has unique governmental policies and social norms related to sustainability. Further research on peer-to-peer learning in other countries would provide insight on similar events in a different context. The specific social context of the events also played an important role: The Open Homes took place in municipalities that had already made commitments to sustainability. Other communities that do not emphasize “green” practices may not be as receptive to hosting Open Homes focused on renewable energy.
The authors of this study emphasize the educational value of Open Homes events as a catalyst for peer-to-peer learning, with the potential to enhance community members' ability to analyze and discuss sustainability issues. They conclude that Open Homes can help people see green practices as normal. The authors discovered that, in some cases, these peer-to-peer learning events can bring new energy solutions into everyday discussions beyond the group of participants and offer people the vocabulary needed to participate in energy-related discussions. The results of this study suggest that the three-tiered approach to evaluating peer-to-peer learning outcomes could be a useful method for analyzing other peer-to-peer learning events, to determine whether they impact peoples' perception of what's normal.
The Bottom Line
Peer-to-peer learning is an increasingly popular method in nonformal environmental education (EE). This study shows an example of how a peer-to-peer learning event can produce educational outcomes at multiple levels (individual, network, and institutional). The authors conclude that the Open Homes program was an effective peer-to-peer learning method, particularly for promoting renewable energy and energy efficiency. The authors suggest that Open Homes can facilitate peer-to-peer learning and encourage people to see sustainable behavior and the discussion of environmental issues as normal. The three-level framework for evaluating educational outcomes could be applied to peer-to-peer learning events focused on different environmental behaviors to determine whether they encourage people to see other environmental behaviors as normal.