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Using response system through voting in peer instruction for learning sustainability

Sustainable education must employ strategies that promote lifelong and meaningful learning. Peer Instruction (PI) is an active learning pedagogy specifically designed to achieve this. There are a number of elements involved in the various steps of the PI pedagogy which contributes to its effectivene...

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Main Authors: Edwards, Bosede I., Aris, Baharuddin, Shukor, Nurbiha A., Mohammed, Hasnah
Format: Article
Language:English
Published: Penerbit UTM Press 2015
Subjects:
L Education (General)
Online Access:http://eprints.utm.my/id/eprint/55737/1/BaharuddinAris2015_UsingResponseSystemThroughVotinginPeer.pdf
http://eprints.utm.my/id/eprint/55737/
http://dx.doi.org/10.11113/jt.v77.6371
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spelling my.utm.557372017-11-01T04:17:00Z http://eprints.utm.my/id/eprint/55737/ Using response system through voting in peer instruction for learning sustainability Edwards, Bosede I. Aris, Baharuddin Shukor, Nurbiha A. Mohammed, Hasnah L Education (General) Sustainable education must employ strategies that promote lifelong and meaningful learning. Peer Instruction (PI) is an active learning pedagogy specifically designed to achieve this. There are a number of elements involved in the various steps of the PI pedagogy which contributes to its effectiveness. However, most research studies reported in Peer Instruction focused on its use in science education and mainly on the whole pedagogy. The significance of the individual elements of the model have not been fully explored. Reports are also scarce on the use and benefits of PI in non-science classrooms. This study evaluates the pedagogical benefits of one of the elements of the PI model; the use of automated feedback based on students’ voting. 42 students in a postgraduate teacher education class were taken through sessions of Peer Instruction and traditional lectures; learning outcomes were compared in terms of student performance and student engagement and motivation. Performance tests (pre-tests and post-tests), live classroom observations and students’ reflections were monitored to determine the level of performance and engagement. Results show that students reported increased interest, motivation and engagement and the ability of the voting sessions to foster metacognition. Active learning and learning readiness were also emphasized while the lecture sessions were reported as normal or usual. The result validates the usefulness of voting component of the PI model for fostering improved learning; noting that students are able to benefit more from personal evaluation when voting results are displayed after voting. Penerbit UTM Press 2015 Article PeerReviewed application/pdf en http://eprints.utm.my/id/eprint/55737/1/BaharuddinAris2015_UsingResponseSystemThroughVotinginPeer.pdf Edwards, Bosede I. and Aris, Baharuddin and Shukor, Nurbiha A. and Mohammed, Hasnah (2015) Using response system through voting in peer instruction for learning sustainability. Jurnal Teknologi, 77 (13). pp. 147-157. ISSN 0127-9696 http://dx.doi.org/10.11113/jt.v77.6371 DOI:10.11113/jt.v77.6371
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Edwards, Bosede I.
Aris, Baharuddin
Shukor, Nurbiha A.
Mohammed, Hasnah
Using response system through voting in peer instruction for learning sustainability
description Sustainable education must employ strategies that promote lifelong and meaningful learning. Peer Instruction (PI) is an active learning pedagogy specifically designed to achieve this. There are a number of elements involved in the various steps of the PI pedagogy which contributes to its effectiveness. However, most research studies reported in Peer Instruction focused on its use in science education and mainly on the whole pedagogy. The significance of the individual elements of the model have not been fully explored. Reports are also scarce on the use and benefits of PI in non-science classrooms. This study evaluates the pedagogical benefits of one of the elements of the PI model; the use of automated feedback based on students’ voting. 42 students in a postgraduate teacher education class were taken through sessions of Peer Instruction and traditional lectures; learning outcomes were compared in terms of student performance and student engagement and motivation. Performance tests (pre-tests and post-tests), live classroom observations and students’ reflections were monitored to determine the level of performance and engagement. Results show that students reported increased interest, motivation and engagement and the ability of the voting sessions to foster metacognition. Active learning and learning readiness were also emphasized while the lecture sessions were reported as normal or usual. The result validates the usefulness of voting component of the PI model for fostering improved learning; noting that students are able to benefit more from personal evaluation when voting results are displayed after voting.
format Article
author Edwards, Bosede I.
Aris, Baharuddin
Shukor, Nurbiha A.
Mohammed, Hasnah
author_facet Edwards, Bosede I.
Aris, Baharuddin
Shukor, Nurbiha A.
Mohammed, Hasnah
author_sort Edwards, Bosede I.
title Using response system through voting in peer instruction for learning sustainability
title_short Using response system through voting in peer instruction for learning sustainability
title_full Using response system through voting in peer instruction for learning sustainability
title_fullStr Using response system through voting in peer instruction for learning sustainability
title_full_unstemmed Using response system through voting in peer instruction for learning sustainability
title_sort using response system through voting in peer instruction for learning sustainability
publisher Penerbit UTM Press
publishDate 2015
url http://eprints.utm.my/id/eprint/55737/1/BaharuddinAris2015_UsingResponseSystemThroughVotinginPeer.pdf
http://eprints.utm.my/id/eprint/55737/
http://dx.doi.org/10.11113/jt.v77.6371
_version_ 1643653886254252032
score 13.211869

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