Peer Instruction versus Class-wide Discussion in Large Classes: A comparison of two interaction methods in the wired classroom

By David J. Nicol, James T. Boyle. 2003

383 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/94d8cbd3687ca0ed63bfa447ca50f5fd0e12f942

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

Assessing Student Perceptions of the Benefits of Discussions in Small-Group, Large-Class, and Online Learning Contexts (2012, background): “2004 ; Gall and Gall 1990 ; McCarthy and Anderson 2000 ; Nicol and Boyle 2003 ; Philips 2005).”
Where learning starts? A framework for thinking about lectures in university mathematics (2010, background): “Classroom response systems and in-class exercises offer an immediate opportunity to begin this transition, especially when they are designed to ensure that students engage with a problem before being led through it ([37]; cf.”
Learning Through Discussions: Comparing the Benefits of Small-Group and Large-Class Settings (2011, result): “Student-to-student interaction as a crucial component of critical thinking, problem solving, and deep learning is also emphasized by several other studies (eg, Nicol and Boyle 2003 ; McCarthy and Anderson 2000 ; Philips 2005).”
Student evaluation of audience response technology in large lecture classes (2008, background): “Further, several studies have found that students do not see ART technology as having much influence on their preparation outside of class (Blackman et al. 2002; Fitch 2004; Nicol and Boyle 2003 ).”
Classes That Click: Fast, Rich Feedback to Enhance Student Learning and Satisfaction (2010, background): “Boyle and Nicol (2003) and Nicol and Boyle (2003) implemented both clickers and peer discussion in a large engineering mechanics course and administered questionnaires, surveys, and focus groups (no comparison of measurable outcomes was included) to study the impacts on student learning.”
Classroom Response Systems: A Review of the Literature (2006, methodology): “Only two research groups, namely the University of Massachusetts at Amherst (Mestre et al, 1996), and the University at Strathclyde in Great Britain (Nicol and Boyle, 2003), compared two types of interactive instruction, one with and one without a CRS. Mestre et al found that, although the use of…”
Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013, methodology): “Some students prefer hearing explanations from their peers because they use a similar language and, therefore, can explain the problems and solutions more effectively, than the teacher (Caldwell, 2007; Nicol & Boyle, 2003).”
Student engagement in very large classes: the teachers’ perspective (2010, background): “However, many of these studies consider a ‘large class’ to comprise only between 150 and 300 students (Nicol and Boyle 2003 ; Ratcliffe, Woodbury, and Thomas 2002 ; Russell 2007 ; Yang 2008 ).”
Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006, methodology): “This collated feedback has been used as a trigger for peer discussion (e.g. ‘convince your neighbour that you have the right answer’) and teachermanaged discussion in large classes (e.g. Boyle & Nicol, 2003; Nicol & Boyle, 2003).”
Formative and shared assessment in higher education. Lessons learned and challenges for the future (2017, background): “Likewise, research indicates that peer dialogue is beneficial to student learning in a variety of ways (Nicol 2010; Nicol and Boyle 2003; Nicol and Macfarlane-Dick 2006).”
Clickers in the large classroom: current research and best-practice tips. (2007, methodology): “When clickers were used , students tended to view the instructor as more aware of students ' needs and the teaching style as more " immediate ( warm , friendly , close ) " ( Jackson and Trees , 2003 ; Nichol and Boyle , 2003 ) or caring ( Knight and Wood , 2005 ) .”
Increasing interactivity in lectures using an electronic voting system (2004, methodology): “This has been investigated empirically by Nicol and Boyle (2003).”
Examining the benefits and challenges of using audience response systems: A review of the literature (2009, background): “Furthermore, some students feel that ARS-based discussion distracts them from the concepts being presented in a lesson (Draper & Brown, 2004) or view class discussion as intimidating and a source of anxiety (Nicol & Boyle, 2003).”
E‐assessment by design: using multiple‐choice tests to good effect (2007, background): “Eight years ago, at the University of Strathclyde, staff in the Department of Mechanical Engineering made a radical change in their teaching methods for firstyear students (see Boyle & Nicol, 2003; Nicol & Boyle, 2003).”
An integrative review of in-class activities that enable active learning in college science classroom settings (2017, methodology): “High-tech options include using software packages, such as PowerPoint (Armbruster et al., 2009) and audience response systems or clickers (Nicol & Boyle, 2003).”