Peer Instruction: Ten years of experience and results

By C. H. Crouch, E. Mazur. 2001

2,705 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b1c8507d2a07b69bae0feb3cc6f6642674802c8e

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Citations in the corpus

COLLABORATIVE PROBLEM SOLVING AND THE ASSESSMENT OF COGNITIVE SKILLS: PSYCHOMETRIC CONSIDERATIONS (2013, background): “…of indicating the kinds of collaboration-based approaches intended to improve student learning outcomes that have been proposed (Cohen et al., 1999; Crouch & Mazur, 2001; Dillenbourg, 1999a; Fischer, Kollar, Mandl, & Haake, 2007; Hmelo-Silver et al., 2013; Johnson, Johnson, & Smith, 2007; Stahl,…”
Increased Course Structure Improves Performance in Introductory Biology (2011, background): “We concur with the originators of reading quizzes (Crouch and Mazur, 2001): Their purpose is to free time in class for active learning exercises that challenge students to apply concepts, analyze data, propose experimental designs, or evaluate conflicting pieces of evidence.”
INSTRUCTIONAL DESIGN AND ASSESSMENT An Audience Response System Strategy to Improve Student Motivation, Attention, and Feedback (2009, methodology): “Future revisions to this strategy include slight modifications such as (1) allowing individual extra credit for a small percentage of the ARS questions, as preferred by many students, and (2) designing some of the ARS questions as individual response, followed by peer discussion and reassessment.(20”
On flipping the classroom in large first year calculus courses (2015, methodology): “Our approach and investigation are informed by research on STEM education using active learning, peer instruction and just-in-time teaching ([2], [4], [6], [8], [9], [11], [12]).”
Assessment and Active Learning Strategies for Introductory Geology Courses (2003, methodology): “…have attempted to encourage in-class learning by utilizing teaching methods that promote collaborative, active learning during lecture periods (Macdonald and Korinek, 1995; Ebert-May et al., 1997; Mazur, 1997; Reynolds and Peacock, 1998; Murck, 1999; Crouch and Mazur, 2001; Wyckoff, 2001).”
Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013, background): “Interactivity with peers results from participation, discussion and peer instructions, and it improves the active processing of course material and higher-order learning (Crouch & Mazur, 2001; Michaelson, Knight, & Fink, 2004).”
Examining the benefits and challenges of using audience response systems: A review of the literature (2009, background): “…address a specific learning goal, make students aware of opinions other than their own, uncover misconceptions and confusions, explore ideas in a new context, and elicit a wide range of responses (Caldwell, 2007; Crouch & Mazur, 2001; Miller, Santana-Vega, & Terrell, 2006; Tanner & Allen, 2005).”
Learning from collaborative problem solving: An analysis of three hypothesized Mechanisms (2004, methodology): “To answer this question, we calculated gain scores for each individual, which controlled for pretest knowledge: g = (post – pre)/(100% -pre) (Crouch & Mazur, 2001).”
Academic Integrity as a Teaching & Learning Issue: From Theory to Practice (2017, background): “Research has demonstrated that peer instruction is also likely to reduce cheating, because in such a classroom, students are more likely to be engaged in deep, rather than surface, learning (Crouch & Mazur, 2001; Mazur, 2009; van Vliet, Winnips & Brouwer, 2015).”
Where's the evidence that active learning works? (2006, background): “In physics, students generate better solutions to problems when they work cooperative than when they work alone (34), and peer instruction, developed by Mazur (51), has been shown to increase student mastery of conceptual reasoning and quantitative problem solving (20).”