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Promoting discussion in peer instruction: Discussion partner assignment and accountability scoring mechanisms.

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Title: Promoting discussion in peer instruction: Discussion partner assignment and accountability scoring mechanisms.
Authors: Chou, Chih-Yueh1 cychou@saturn.yzu.edu.tw, Lin, Pin-Hsun2
Source: British Journal of Educational Technology. Jul2015, Vol. 46 Issue 4, p839-847. 9p. 1 Diagram, 2 Charts.
Subject Terms: *Peer teaching, *Discussion in education, *Student response systems, *Student engagement, *Grading of students, *Academic motivation, *Higher education
Abstract: Peer instruction (PI) involves students answering questions and peer discussion learning activities. PI can enhance student performance and engagement in classroom instruction. However, some students do not engage in the discussions. This study proposes two mechanisms, discussion partner assignment and accountability scoring mechanisms, to form positive interdependence among students and individual accountability for each student to promote student discussions in PI. The evaluation results show that the student discussion rate with the promoting mechanisms is significantly higher than the rate without the mechanisms. The results from the questionnaire reveal that the mechanisms form positive interdependence and individual accountability to promote students to engage in the discussions. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Promoting discussion in peer instruction: Discussion partner assignment and accountability scoring mechanisms.
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  Data: <searchLink fieldCode="AR" term="%22Chou%2C+Chih-Yueh%22">Chou, Chih-Yueh</searchLink><relatesTo>1</relatesTo><i> cychou@saturn.yzu.edu.tw</i><br /><searchLink fieldCode="AR" term="%22Lin%2C+Pin-Hsun%22">Lin, Pin-Hsun</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. Jul2015, Vol. 46 Issue 4, p839-847. 9p. 1 Diagram, 2 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Peer+teaching%22">Peer teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Discussion+in+education%22">Discussion in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+response+systems%22">Student response systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Grading+of+students%22">Grading of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink>
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  Data: Peer instruction (PI) involves students answering questions and peer discussion learning activities. PI can enhance student performance and engagement in classroom instruction. However, some students do not engage in the discussions. This study proposes two mechanisms, discussion partner assignment and accountability scoring mechanisms, to form positive interdependence among students and individual accountability for each student to promote student discussions in PI. The evaluation results show that the student discussion rate with the promoting mechanisms is significantly higher than the rate without the mechanisms. The results from the questionnaire reveal that the mechanisms form positive interdependence and individual accountability to promote students to engage in the discussions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/bjet.12178
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      – SubjectFull: Discussion in education
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      – SubjectFull: Student response systems
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      – SubjectFull: Student engagement
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      – SubjectFull: Academic motivation
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              Text: Jul2015
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              Y: 2015
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