Journal of Engineering Education Transformations

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

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


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

   Subscribe/Renew Journal


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.
Subscription Login to verify subscription
User
Notifications
Font Size


  • C. Chandler, “How Can Teachers Determine Whether Students Are Engaged,” May 12, 2021. https://www.middleweb.com/45104/can-teachers-measure-student-engagement/ (accessed Jul. 28, 2022).

  • L. S. Vygotski and M. Cole, “Interaction between learning and development.,” in mind in society: the development of higher psychological processes, Nachdr., Cambridge, Mass.: Harvard Univ.Press,1981,pp.79–91.

  • M. Chi, “Eliciting self-explanations improves understanding,” Cogn. Sci., vol. 18, no. 3, pp. 439–477,Sep.1994,doi:10.1016/0364- 0213(94)90016-7.

  • P. R. Laughlin, Group Problem Solving: Princeton: Princeton University Press, 2011. doi: 10.1515/9781400836673.

  • T. Anderson, “Towards a theory of online learning.,” in The theory and practice of online learning, 2nd ed., T. Anderson, Ed. Edmonton: AU Press, 2004, pp. 109–119.

  • R. H. Maki and W. S. Maki, “Online Courses,” in Handbook of Applied Cognition, F. T. Durso, R. S. Nickerson, S.

  • T. Dumais, S. Lewandowsky, and T. J. Perfect, Eds. Chichester, UK: John Wiley & Sons Ltd, 2007,pp.527–552.doi: 10.1002/9780470713181.ch20.

  • P. M. Bigatel, L. C. Ragan, S. Kennan, J. May, and B. F. Redmond, “The Identification of Competencies for OnlineTeaching Success,” J. Asynchronous Learn. Netw., vol.16, no.1, pp. 59–77, Jan. 2012.

  • M. Ally, “Foundations of educational theory for online learning.,” in The theory and practice of online learning, 2nd ed., T. Anderson, Ed. Edmonton: AU Press, 2004, pp. 15–44.

  • O. Farrell and J. Brunton, “A balancing act: a window into online student engagement experiences,” Int. J. Educ. Technol. High. Educ., vol. 17, no. 1, p. 25, Dec. 2020, doi: 10.1186/s41239-020-00199-x.

  • J. E. Austin, “Principles for partnership,”

  • Lead. Lead., vol. 18, no. 2, pp. 44–50, 2000.

  • R. N. Cortright, H. L. Collins, and S. E. DiCarlo, “Peer instruction enhanced meaningful learning: ability to solve novel problems,” Adv. Physiol. Educ., vol. 29, no. 2, pp. 107–111, Jun. 2005, doi: 10.1152/advan.00060.2004.

  • A. W. Astin, Four critical years, 1st ed. San Francisco: Jossey-Bass Publishers, 1977.

  • S. P. Rao and S. E. DiCarlo, “Peer instruction improves performance on quizzes.,” Adv. Physiol. Educ., vol. 24, no. 1, pp. 51–55, Dec. 2000, doi: 10.1152/advances.2000.24.1.51.

  • M. E. Jones, P. D. Antonenko, and C. M. Greenwood, “The impact of collaborative and individualized student response system strategies on learner motivation, metacognition, and knowledge transfer: Effects of clickers in education,” J. Comput. Assist. Learn., vol. 28, no.5,pp.477– 487,Oct.2012,doi: 10.1111/j.1365- 2729.2011.00470.x.

  • M. D. Dixson, “Creating effective student engagement in online courses: What do students find engaging?,” J. Scholarsh. Teach. Learn., vol.10, no.2, pp. 1–13, Feb. 2012.

  • M. Laal and S. M. Ghodsi, “Benefits of collaborative learning,” Procedia - Soc. Behav. Sci., vol.31, pp. 486–490, 2012, doi: 10.1016/j.sbspro.2011.12.091.


Abstract Views: 185

PDF Views: 0




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

Abstract Views: 185  |  PDF Views: 0

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