The Effect of Peer Instruction Method on Pre-Service Teachers’ Conceptual Comprehension of Methodology Course

Al-Hebaishi, Safaa Mohammad

doi:10.5539/jel.v6n3p70

Cited by 14 publications

(11 citation statements)

References 21 publications

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“…Learners who learn by teaching have also been shown to have more motivation, put more effort into learning and spend more time engaging in learning activities both in traditional educational settings (Al‐Hebaishi, 2017; Cristina et al ., 2018) and in multimedia learning (Chase, Chin, Oppezzo, & Schwartz, 2009; Zhao, Ailiya, & Shen, 2012). For example, Chase et al .…”

Section: Introductionmentioning

confidence: 99%

Learning by explaining to oneself and a peer enhances learners’ theta and alpha oscillations while watching video lectures

Pi¹,

Zhang²,

Zhou³

et al. 2020

Brit J Educational Tech

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In the present study, we tested the effectiveness of three learning strategies (self‐explanation, learning by teaching and passive viewing) used by students who were learning from video lectures. Effectiveness was measured not only with traditional measures, but also with electroencephalography (EEG). Using a within‐subjects design, 26 university students viewed three sets of short lectures, each presenting a different set of English vocabulary words and were asked to use a different learning strategy for each set of lectures. Participants’ EEG signals were assessed while watching the videos; learning experience (self‐reported motivation and engagement) and learning performance (vocabulary recall test score) were assessed after watching the videos. Repeated measures ANOVAs showed that the self‐explaining and teaching strategies were more beneficial than the passive viewing strategy, as indicated by higher EEG theta and alpha band power, a more positive learning experience (higher motivation and engagement) and better learning performance. However, whereas the teaching strategy elicited greater neural oscillations related to working memory and attention compared to the self‐explanation strategy, the two groups did not differ on self‐reported learning experience or learning performance. Our findings are discussed in terms of potential application in courses using video lectures and in terms of their heuristic value for future research on the neural processes that differentiate learning strategies. What is already known about this topic Watching video lectures does not always result in learners actively making sense of the learning material. Self‐explaining facilitates deep learning from viewing video lectures and in traditional educational settings. Learning by teaching also facilitates deep learning in traditional educational settings. What this paper adds Learning by teaching resulted in the highest theta and alpha band power in EEG assessment while viewing video lectures. Compared with passive viewing, learning by teaching enhanced students’ motivation to try to understand the material; in addition, both learning by teaching and self‐explaining enhanced the amount of mental effort students put into understanding the material. Learning was increased via both self‐explaining and teaching strategies after viewing video lectures. Implications for practice and/or policy Learners are encouraged to generate explanations during pauses in video lectures or after viewing them, in order to increase learning. Learners are also encouraged to learn by teaching, as this strategy can increase learning and also increase neural oscillations associated with memory and attention.

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Section: Introductionmentioning

confidence: 99%

Learning by explaining to oneself and a peer enhances learners’ theta and alpha oscillations while watching video lectures

Pi¹,

Zhang²,

Zhou³

et al. 2020

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…For example, peer instruction has no significant effect on students' score in Question 4, where students have to first, remember the types of design for website development. It clearly shows the role of peer instruction in improving conceptual understanding [22].…”

Section: Discussionmentioning

confidence: 92%

Integration of Peer Instruction in Online Social Network to Enhance Higher Order Thinking Skills

Zaid

Yaacob²,

Shukor

et al. 2018

Int. J. Interact. Mob. Technol.

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Higher Order Thinking skills (HOTs) are important thinking skills for <a name="_Hlk519767446"></a>lifelong learners, active social responsibility and proactive employees in the 21st century. The rapid development of technology in education has made learning anywhere and anytime possible. This study was conducted to investigate the effect of the integration of peer instruction in online social network could on students ability to answer HOTs questions. Peer instruction is one of the learning techniques that promote HOTs in a cooperative learning setting. It promotes students’ participation in class and increasestheir learning engagement. This study applied repeated measures one group pre-post test design which was carried out among 20 students (purposive sampling technique) in higher education institution. It was carried out in 3 different sessions. Students have to answer HOTs questions in the form of multiple choices using an online quiz system, while peer instruction activities were carried out using and online social network app. Findings show that there is significant effect of peer instruction activities on students quiz scores and no significant difference of students peer instruction activities among the 3 learning sessions.

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“…Given this, some suggested research-based pedagogies that support authentic learning are Peer Instruction (PI) (Al-Hebaishi, 2017;Ouko, Aurah, & Amadalo, 2015), Peer Instruction Argumentative Strategy (PIAS) (Aina, 2017a), and Brain-Based Learning (Kaufman et al, 2008). Both PI and PIAS enables students to learn with peers or in groups in order to collaboratively solve problems through dialogical argumentation.…”

Section: Resultsmentioning

confidence: 99%

Authentic Learning in Science and Technical Education (STE) to Enhance Technologies in Education, Nigeria

Kola¹,

Kehinde²

2019

unibulletin

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The purpose of this study is to discuss the enhancement of technology in education through authentic learning in science and technical education in the case of Nigeria. The authors reviewed numerous academic journals and books on authentic learning, science and technical education in order to support their position. The study is concerned with the challenges of the slow pace of technological development in Nigeria amidst the global burgeoning of science and technology. The authors attributed this problem to the absence of authentic learning in science and technical education in the Nigerian school system. Authentic learning is active learning where students are actively involved in the learning process. The study reviews nine elements of authentic learning with its application to science and technical education as a foundation for quality technologies in education. The paper discusses the relationship between science education and technical education. It concludes that in order to achieve quality technologies in education that match the technological needs of the Nigerian labor market requires authentic learning in science and technical education. The paper also discusses its implications for Nigeria at a national level.

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The Effect of Peer Instruction Method on Pre-Service Teachers’ Conceptual Comprehension of Methodology Course

Cited by 14 publications

References 21 publications

Learning by explaining to oneself and a peer enhances learners’ theta and alpha oscillations while watching video lectures

Learning by explaining to oneself and a peer enhances learners’ theta and alpha oscillations while watching video lectures

Integration of Peer Instruction in Online Social Network to Enhance Higher Order Thinking Skills

Authentic Learning in Science and Technical Education (STE) to Enhance Technologies in Education, Nigeria

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