A meta-analysis of the effect of Peer Instruction on learning gain: Identification of informational and cultural moderators
A meta-analysis of the effect of Peer Instruction on learning gain: Identification of informational and cultural moderators
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DOI：
10.1016/j.ijer.2017.08.009
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发表时间：
2017-01-01
影响因子：
3.2
通讯作者：
Ayaz, Mehmet Fatih
中科院分区：
文献类型：
--
作者：
Balta, Nuri;Michinov, Nicolas;Ayaz, Mehmet Fatih
同伴教学是高等教育中促进学生学习的一种互动式教学方法。它已被广泛用于各种课程和国家，以在讲座期间创造互动。本研究以29项研究（N = 4738）为基础，旨在探讨同伴教学对学习成效的影响，并找出调节变量。与传统教学方法相比，同伴教学对学习有积极的影响，并且在信息和文化变量上都可以观察到差异。与鼓励个人学习的国家相比，它在集体主义国家和高度重视社会互动的个人主义国家中似乎最有效。调查结果邀请研究人员考虑到各国的文化价值观。
Peer Instruction is an interactive teaching method to improve learning in higher education. It has been used in a wide range of courses and countries to create interactivity during lectures. The meta-analysis is based on 29 studies (N = 4738), and aims to examine the effect of Peer Instruction on learning gains and identify moderating variables. Peer Instruction has a positive impact on learning compared to traditional teaching methods, and differences can be observed in both informational and cultural variables. It appears to be most effective in collectivist countries and in individualist countries that place a high value on social interaction, compared to those encouraging individual learning. Findings invite researchers to take the cultural values of countries into consideration.