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A meta -analysis of the effect of Peer Instruction on learning gain: Identification of informational and cultural moderators

Nuri Balta Nicolas Michinov 1 Serkan Balyimez Mehmet Fatih Ayaz
1 LPE - Laboratoire de Psychologie Expérimentale
UBS - Université de Bretagne Sud, UBO - Université de Brest : EA 1285, UR2 - Université de Rennes 2
Abstract : 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.
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https://hal.univ-rennes2.fr/hal-01766041
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Submitted on : Friday, April 13, 2018 - 11:51:35 AM
Last modification on : Monday, December 13, 2021 - 12:02:59 PM

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Nuri Balta, Nicolas Michinov, Serkan Balyimez, Mehmet Fatih Ayaz. A meta -analysis of the effect of Peer Instruction on learning gain: Identification of informational and cultural moderators. International Journal of Educational Research, Elsevier, 2017, 86, pp.66 - 77. ⟨10.1016/j.ijer.2017.08.009⟩. ⟨hal-01766041⟩

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