Integration of Peer Instruction in Online Social Network to Enhance Higher Order Thinking Skills

<span lang="EN-US">Higher Order Thinking skills (HOTs) are important thinking skills </span><span lang="EN-GB">for <a name="_Hlk519767446"></a>lifelong learner</span><span>s</span><span lang="EN-GB">, active social responsibility and proactive employee</span><span>s</span><span lang="EN-GB"> in the 21st century</span><span lang="EN-GB">. </span><span>The</span><span lang="EN-GB"> rapid development of technology in education </span><span>has made </span><span lang="EN-GB">learning anywhere and anytime</span><span> possible</span><span lang="EN-GB">. </span><span lang="EN-US">This study was conducted to investigate </span><span>the effect of the </span><span lang="EN-US">integration of peer instruction in online social network could on students ability to answer HOTs questions. Peer instruction is one of the learning technique</span><span>s</span><span lang="EN-US"> that promote HOTs in a cooperative learning setting. </span><span>It </span><span lang="EN-US">promotes students’ participation in class and increase</span><span>s</span><span>their learning </span><span lang="EN-US">engagement. This study applied repeated measures one group pre-post test design which was carried out among 20 students (purposive sampling technique) in higher education institution. </span><span>It </span><span lang="EN-US">was carried out in 3 different sessions. Students have to answer HOTs questions in the form of multiple choices</span><span> using an</span><span lang="EN-US"> online quiz system, while peer instruction activities were carried out using and online social network app. Findings show that there is significant effect of peer instruction activities on students quiz scores and no significant difference of students peer instruction activities among the 3 learning sessions</span><span lang="EN-GB">.</span>

• Publication year

  2018

• Venue

  International Journal of Interactive Mobile Technologies

• Publication date

  2018-12-24

• Fields of study

  Computer Science, Education, Psychology

• Identifiers
  DOI 10.3991/IJIM.V12I8.9672
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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