Insights From the Science of Learning Can Inform Evidence-Based Implementation of Peer Instruction

Julie A Schell,Andrew C Butler

doi:10.3389/feduc.2018.00033

Abstract

Peer Instruction is a popular pedagogical method developed by Eric Mazur in the 1990s. Educational researchers, administrators, and teachers laud Peer Instruction as an easy-to-use teaching method that fosters active learning in K-12, undergraduate, and graduate classrooms across the globe. Research over the past 25 years has demonstrated that courses that incorporate Peer Instruction produce greater student achievement compared to traditional lecture-based courses. These empirical studies show that Peer Instruction produces a host of valuable learning outcomes, such as better conceptual understanding, more effective problem-solving skills, increased student engagement, and greater student retention in science majors. The diffusion of Peer Instruction has been widespread because of its effectiveness, simplicity, and the flexibility. However, a consequence of its flexibility is wide variability in implementation. Teachers frequently innovate or personalize the method by making modifications, and often such changes are made without research-supported guidelines or awareness of the potential impact on student learning. The present article presents a framework for guiding modifications to Peer Instruction based on theory and findings from the science of learning. We analyze the Peer Instruction method with the goal of helping teachers understand why it is effective. We also consider six common modifications made by educators through the lens of retrieval-based learning and offer specific guidelines to aid in effective implementation. Peer Instruction is a powerful way for educators to encourage active learning, but effective implementation requires making informed decisions about modifications. Educators must be free to innovate and adapt teaching methods to their classroom.

Highlights

In today’s classrooms, there is great demand for active learning among both students and educators
Effective Implementation of Peer Instruction produced by active learning environments (Bonwell and Eison, 1991; Braxton et al, 2000; National Research Council, 2000; Ambrose et al, 2010; Freeman et al, 2014)
We explore the challenges faced by educators who want to effectively foster active learning using established pedagogical methods while retaining the ability to innovate and adapt those methods to the unique needs of their classroom

Summary

Introduction

In today’s classrooms, there is great demand for active learning among both students and educators. Calls for active learning are not new (see Eliot, 1909), but a recent surge of interest in this concept is transforming pedagogical practices in higher education. The inspiration for this movement comes in large part from the well-established benefits for student achievement and motivation. Despite its popularity and general effectiveness, active learning is a broad concept and it is often vaguely defined, which leads to a great variability in its implementation within formal and informal education environments. We define active learning as a process whereby learners deliberately take control of their own learning and construct knowledge rather than passively receiving it (National Research Council, 2000). Even though control over learning resides with students, educators play a crucial role because they create classroom environments that can either foster or hinder active learning

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Conclusion