Journal of Engineering Education Transformations

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Peer-Supported Independent Study (Psis) – An Effective Model for Enhancing Student Engagement And Optimizing Class Time in Engineering Courses – A Case Study From India


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1 Director, IUCEE International Engineering Educator Certification Program (IIEECP) IUCEE Foundation., India
     

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Two well-recognized constraints faced by engineering educators in India are sustaining student engagement and completing the prescribed course work within the semester. This paper explores the potential of using a new concept - Peer-supported.Independent Study (PSIS) developed by the author to address both these constraints.

The concept of PSIS is very different from the traditional independent study as it remains an integral part of the regular course delivery and assessment. Based on a solid theoretical framework of social constructivist theory and peer-instruction theory, PSIS requires the instructor to identify sections of the regular coursework that students can manage by themselves. The instructor then creates tasks from the identified course content that are completed independently by peer groups of 3 to 5 students. The entire PSIS activity is conducted online which helps to save class sessions. The topics identified for PSIS are included in the regular summative assessment. A survey of over 300 instructors across disciplines confirmed that 15% to 18% of the course content regularly taught in classes can be comfortably managed by students themselves and is hence suitable for PSIS.

This study was initiated with 106 engineering educators across disciplines from 12 engineering institutions in India though only 63 completed the experiment. A preparatory workshop was conducted to train the instructors for designing and implementing PSIS. Two specially designed instruments were used to collect feedback from 63 instructors and 2865 students (from 63 classes). Results showed increased student engagement at all three - cognitive, behavioral & emotional, levels. 83% instructors reported improvement in class attendance and participation while 58.6% instructors confirmed having saved class time. 92% of participating students found PSIS interesting and rewarding. The study brought out the need for developing more structured guidelines for i) designing PSIS tasks and ii) using the saved time more efficiently.


Keywords

Student Engagement, Active Learning, Student Autonomy, Peer-Instruction, Cooperative Learning.
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  • Peer-Supported Independent Study (Psis) – An Effective Model for Enhancing Student Engagement And Optimizing Class Time in Engineering Courses – A Case Study From India

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Authors

Veena Kumar
Director, IUCEE International Engineering Educator Certification Program (IIEECP) IUCEE Foundation., India

Abstract


Two well-recognized constraints faced by engineering educators in India are sustaining student engagement and completing the prescribed course work within the semester. This paper explores the potential of using a new concept - Peer-supported.Independent Study (PSIS) developed by the author to address both these constraints.

The concept of PSIS is very different from the traditional independent study as it remains an integral part of the regular course delivery and assessment. Based on a solid theoretical framework of social constructivist theory and peer-instruction theory, PSIS requires the instructor to identify sections of the regular coursework that students can manage by themselves. The instructor then creates tasks from the identified course content that are completed independently by peer groups of 3 to 5 students. The entire PSIS activity is conducted online which helps to save class sessions. The topics identified for PSIS are included in the regular summative assessment. A survey of over 300 instructors across disciplines confirmed that 15% to 18% of the course content regularly taught in classes can be comfortably managed by students themselves and is hence suitable for PSIS.

This study was initiated with 106 engineering educators across disciplines from 12 engineering institutions in India though only 63 completed the experiment. A preparatory workshop was conducted to train the instructors for designing and implementing PSIS. Two specially designed instruments were used to collect feedback from 63 instructors and 2865 students (from 63 classes). Results showed increased student engagement at all three - cognitive, behavioral & emotional, levels. 83% instructors reported improvement in class attendance and participation while 58.6% instructors confirmed having saved class time. 92% of participating students found PSIS interesting and rewarding. The study brought out the need for developing more structured guidelines for i) designing PSIS tasks and ii) using the saved time more efficiently.


Keywords


Student Engagement, Active Learning, Student Autonomy, Peer-Instruction, Cooperative Learning.

References