Mitmachen erwünscht - aktivierende Lehre mit Peer Instruction und Just-in-Time Teaching

Wolf, Kathrin; Nissler, Antje; Eich-Soellner, Edda; Fischer, R.

doi:10.3217/zfhe-9-04/09

Cited by 3 publications

(4 citation statements)

References 16 publications

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“…Some current challenges of university teaching are the optimal handling of heterogeneous professional requirements of students, building an active learning process and improving feedback between students and teachers. These challenges are complementary and interrelated, as active students can provide better feedback to the teacher and thus help to identify and manage the heterogeneity between students (Wolf et al 2014). Wolf et al are convinced that students should also receive feedback on their own performance level and therefore they must actively participate in the course.…”

Section: Activation In Higher Educationmentioning

confidence: 99%

“…Therefore, they cannot find out the level of their students' performance until after the exam. Consequently, the authors believe that these challenges can be met by using the didactic concept that is created by combining the activating methods PI and JITT (Wolf et al 2014).…”

Section: Activation In Higher Educationmentioning

confidence: 99%

“…With the help of this method, students can learn at their own pace and benefit from needs-oriented assistance. Therefore, the contact time is used more efficiently (Wolf et al 2014).…”

Section: Just In Time Teachingmentioning

confidence: 99%

See 2 more Smart Citations

On the Activation of Students Through Augmented Reality Experiences

Yengui

Stechert

2021

Proc. Des. Soc.

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Over the last ten years, several stakeholders from the higher education sector have been involved in the area of student activation. This is due to the fact that, among other things, lecturers can get better feedback from the learners through active learning and thus can make the lecture more goal-oriented. Due to technological progress and currently available learning platforms, interactive methods are often used, which can be carried out with the help of online tools. Among the most commonly used methods are Peer Instruction (PI) and Just in Time Teaching (JiTT).All kinds of Mixed Reality are increasingly used in industrial and social context, such as product development processes. Through Augmented Reality (AR) technology and the constant availability of powerful mobile devices, 3D-based content can be virtually linked to the real environment. This enables teaching complex content efficiently, which is otherwise difficult to achieve using conventional methods.This paper shows an example on the creation of an AR-Experience to activate students even in a situation, that prevents attandence learning. The procedure is explained along the design and calculation of a non-switchable clutches within the lecture "machine elements".

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Section: Activation In Higher Educationmentioning

confidence: 99%

Section: Activation In Higher Educationmentioning

confidence: 99%

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On the Activation of Students Through Augmented Reality Experiences

Yengui

Stechert

2021

Proc. Des. Soc.

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“…The answer choices are recorded electronically for subsequent analysis. Clickers are experiencing ever wider use (Kundisch et al 2013, Bender/Thiele 2014 and have been associated with a number of benefits in teaching (Kay/Lesage 2009, Caldwell 2007, Simpson/Oliver 2007, Wolf et al 2014, Schmucker 2015, Schmucker/Häseler 2015, 2016.…”

Section: Research Questionsmentioning

confidence: 99%

Team Composition, Diversity, And Performance: An Experimental Approach

Schmucker¹,

Häseler²

2017

European Proceedings of Social and Behavioural Sciences

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Does socio-demographic diversity within undergraduate student teams affect learning outcomes? Based on an experiment among undergraduate student teams, we found some evidence of the aggregate of a team's socio-demographic characteristics influencing its performance, no such association was found concerning intra-team diversity. Remarkably, though, the greater degree of familiarity among the team members in self-selected as opposed to randomly assigned teams is associated with lower team performance. This result may be worth bearing in mind for students and instructors alike, not least in the context of peer instruction.

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ConcepTests in Undergraduate Real Analysis: Comparing Peer Discussion and Instructional Explanation Settings

Bauer

Biehler

Lankeit

2022

Int. J. Res. Undergrad. Math. Ed.

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Peer Instruction, first introduced by Eric Mazur in the late '90 s, is a method aiming at active student participation in lectures. It includes conceptual questions (so-called ConcepTests) presented to the students, who vote on answer alternatives presented to them and then discuss their answers in small groups. As professors have been reported to implement several variants of this method, it is highly desirable to understand the specific effects of the individual elements of the method (tasks, voting, and discussions in small groups). In the present study, we focus on the role of the discussion phase (peer discussion). Our study implemented two conditions: Peer Instruction in classical fashion, and a variant, in which peer discussion was replaced with instructional explanation by a tutor. Students in a course on Real Analysis were randomly assigned to the two conditions for two semesters. As far as learning outcomes are concerned, we do not measure these in terms of voting results within Peer Instruction cycles but we are focusing on transfer in terms of results in the final exams of the two semesters. Interestingly, we found no significant difference between the two conditions. Additionally, we had positive evaluations of the use of Peer Instruction in both variants, with no significant differences between the groups either. Regarding affective variables and learning strategies, no difference in the development could be detected. As an important practical implication, these results show that both implemented variants of the Peer Instruction method are justifiable as far as learning outcomes, measured by exam results, or students’ assessment of the method are concerned. Our results put the widespread belief that it is mainly the peer discussion that accounts for the success of the use of ConcepTests into question.

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Mitmachen erwünscht - aktivierende Lehre mit Peer Instruction und Just-in-Time Teaching

Cited by 3 publications

References 16 publications

On the Activation of Students Through Augmented Reality Experiences

On the Activation of Students Through Augmented Reality Experiences

Team Composition, Diversity, And Performance: An Experimental Approach

ConcepTests in Undergraduate Real Analysis: Comparing Peer Discussion and Instructional Explanation Settings

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