How effective is peer interaction in facilitating learning? A meta-analysis.

Anquetil

Computer Assisted Learning

2020

Peer Instruction is an active learning method widely used in higher education, whereby students answer a series of questions twice, once before and once after peer discussion. There is an ongoing debate as to whether a collective feedback should be given after the students' initial answer, and if so, how the frequently observed group conformity can be avoided. This study examined whether guiding on the use of this feedback can reduce group conformity and improve learning using an interactive learning environment to administer a new type of quiz using graphics, and delivering collective feedback to the whole class in a novel heatmap format. In the experimental group, the teacher told the students that the answer indicated by the heatmap was not necessarily the correct one; this information was not given to students in the control group. Results revealed that guided students were less likely to adopt the (incorrect) majority answer than the nonguided students, and consequently, they were more likely to improve their learning by reaching an agreement about the correct answer through discussion with their peers. These findings suggest that guiding students in their use of collective feedback may have a crucial role in Peer Instruction.

Section: Discussionsupporting

confidence: 93%

Section: Learning Gainmentioning

confidence: 99%

Guiding the use of collective feedback displayed on heatmaps to reduce group conformity and improve learning in Peer Instruction

Anquetil

Computer Assisted Learning

2020

“…Experiential learning tasks are thought to aid critical thinking and confidence in problem solving [28], both of which students in the present case study mentioned as benefits of interdisciplinary education. Additionally, students tended to report that educator led learning was more effective than peer led learning for their cross-disciplinary knowledge acquisition, in alignment with a recent meta-analysis [67]. Students in the present case study, instead, appeared to value peer interactions and collaboration more for refining their cross-sector communication and engagement skills (previously explored in Section 4.3).…”

Section: Students Valued Pedagogical Approaches Focused On Cross-sectsupporting

confidence: 67%

Students’ Perceptions of Interdisciplinary Coursework: An Australian Case Study of the Master of Environment and Sustainability

Abbonizio

2020

Sustainability

Over the past decade we have seen a global increase in interdisciplinary sustainability degrees. These degrees are relatively understudied due to their recent emergence. To better understand the challenges and benefits of this type of coursework and learning experience, we must explore students’ perspectives. Rarely explored from the student viewpoint are: (1) highly interdisciplinary instruction that transcends more than four disciplines; (2) the potential effect of students’ incoming disciplinary background. This case study seized an opportunity to gain insights and perceptions from students across very diverse backgrounds within a shared interdisciplinary program. We surveyed 61 students enrolled in a highly interdisciplinary degree (Master of Environment and Sustainability; Monash University, Melbourne, Australia) and compared responses of students from STEMM, non-STEMM and mixed incoming degrees. Students’ specific disciplinary backgrounds were diverse, including physical sciences, engineering, marketing, business, fashion, law and education. We used a mixed methods approach to analyze survey data. The dominant perceived benefits of interdisciplinary training reported were: (1) career relevance; (2) expanded knowledge and perspectives of sustainability issues; (3) confidence in envisioning sustainability solutions. The main perceived challenges reported were potential confusion from rapidly upskilling into new domains and disciplinary jargon. Interestingly, respondents in this case study viewed these challenges as an authentic reflection of professional sustainability practice rather than a pedagogical issue. In line with this, students showed a preference for pedagogical approaches that simulated real world scenarios and developed career skills. Disciplinary background did not generally influence students’ views. All students identified similar challenges, benefits and pedagogical preferences, with one difference. Students from mixed prior degrees and non-STEMM disciplines showed a possible trend towards valuing cross-disciplinary teamwork more than those from STEMM backgrounds. Overall, our findings suggest that the diverse student cohort within the highly interdisciplinary sustainability program of this case study generally viewed this mode of education as beneficial, career-relevant and accessible. This case study may additionally encourage interdisciplinary educators from other fields, such as health professions, to also include more diverse domains and student cohorts in their programs.

Group Processes & Intergroup Relations

“…During the pandemic, children’s peer interactions in schools were suspended, which could have an influence on their cognitive development in the short term. Indeed, an ample body of literature concludes that peer interactions facilitate cognitive development (Tenenbaum et al, 2020). When children discuss concepts from mathematics to moral dilemmas to scientific learning, they learn more through peer conversation than when they simply try to learn material on their own.…”

Section: Lessons From Research In Formal Settingsmentioning

confidence: 99%

Lessons from developmental science to mitigate the effects of the COVID-19 restrictions on social development

Cameron

Tenenbaum

2021

Self Cite

Since the COVID-19 pandemic and the resulting social restrictions, children’s peer interactions have been altered. Peer interactions help children learn from each other to develop their understanding of conversation, emotion, and group norms. In addition, friendships can reduce intergroup bias and prejudice and increase independence. In this article, we review the ways that peers contribute to children’s cognitive and social development in informal and formal settings. Although restrictions are necessary to control the spread of the virus, social restrictions do not have to be to the detriment of peer relations. Based on evidence in developmental psychology, we end with suggestions for parents, teachers, and schools for how to continue to enable children to engage in peer interactions safely throughout future restrictions.