Affiliation:
1. Master’s Program in ICT for Education, Universidad Politécnica Salesiana, Quito 170525, Ecuador
2. Postgraduate Department of ICT for Education, Smart Grid Research Group, Universidad Politécnica Salesiana, Quito 170525, Ecuador
Abstract
Faced with the problem of a need for more student participation and motivation in the teaching–learning process (TLP) due to the persistence of traditional methods, peer instruction (PI) has emerged as an interactive teaching method. It is based on a dynamic of questions and answers to promote student reflection and discussion. Thus, this article shows the applicability of PI, considering a learning engineering approach to innovating the TLP. For this, the historical-descriptive method is used to conduct a literature review and a bibliometric study, evaluating scientific articles in Web of Science (WoS) and Scopus between 2018 and 2022. In addition, in the second stage, the experimental method is used to apply PI in two educational institutions and evaluate its applicability with Likert scales for teachers and students following a quantitative methodology. Consequently, following the analytical-synthetic method, the results indicate that PI the stages, the most relevant aspects, and the conditions to consider in a classroom environment are highly relevant to enhancing its effects. Thus, such applicability is reflected in its positive results in the TLP, considering the learning engineering, and its representation as a flexible and innovative alternative to traditional methods. This is because PI generated benefits for teachers and students, thus encouraging greater satisfaction, motivation, interest, understanding, and student participation.
Funder
Universidad Politécnica Salesiana and GIREI
Subject
Public Administration,Developmental and Educational Psychology,Education,Computer Science Applications,Computer Science (miscellaneous),Physical Therapy, Sports Therapy and Rehabilitation
Cited by
3 articles.
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