Peer learning as a key component of an Integrated Teaching Method in large size formats
Matteo Bozzi, Juliana Elisa Raffaghelli, Maurizio Zani
In two consecutive academic years we carried out a quasi-experiment to investigate the effectiveness of an integrated, multimethod approach which had peer learning as its main element in large size formats. Our combined strategy appears to be both effective with relation to learning Physics and more successful than traditional courses centred on academic lectures, regardless of the difficulty of the issues investigated. Although the efficacy of the methodology seems to be confirmed for Physics topics characterised by different levels of difficulty, the size of the effect tends to be appreciably different: huge when the issues checked are easier, small if they are more complex. Furthermore, a threshold for the exposure to peer learning in order for it to be effective has been highlighted and appears to correspond to a small percentage of the total time of the Physics course attended by freshmen.