Rethinking Discussion Sections with Peer Instruction: A Case Study

Authors

  • Leslie LEE National University of Singapore

DOI:

https://doi.org/10.24112/ajsotl.73084

Abstract

This study evaluates the role of discussion sections in a course that adopted peer instruction (Mazur, 1997) as its method of instruction. Students were surveyed at the end of the course, and the results indicate that the students preferred discussion sections to be a space to learn new material, rather than to practice material taught in lectures, and that they did not learn any better in a section setting than in a lecture setting. I interpret these results as an indication that traditional discussion sections are a low priority luxury in a course that adopts peer instruction, and suggest that instructors of such courses do away with sections and extend the duration of the lecture instead.

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Published

2017-12-01

How to Cite

LEE, L. (2017). Rethinking Discussion Sections with Peer Instruction: A Case Study. Asian Journal of the Scholarship of Teaching and Learning, 7(2), 11–29. https://doi.org/10.24112/ajsotl.73084

Issue

Vol. 7 No. 2 (2017)

Section

Articles

License

Creative Commons License

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