Abstract:

One of the key goals on Learning and Teaching as documented in the Hong Kong Polytechnic University strategic plan 2012/13 – 2017/18 is to encourage active learning, the use of innovative teaching approaches and technology, and promoting the adoption of flexible and varied teaching delivery methods. Peer Instruction [1] is a research-based, interactive teaching method developed by Prof. Eric Mazur at Harvard University in the 1990s. It has been adopted across the disciplines, institutional type and throughout the world. One problem with conventional teaching lies in the preparation of the material. Frequently, it comes straight out of textbook/notes, giving students little incentive to attend class. This traditional presentation is always delivered as monologue in front of passive audience. Only exceptional lecturers are capable of holding students’ attention for an entire lecture period. Consequently, lectures simply reinforce students’ feelings that the most important step in mastering the material is memorizing a zoo of unrelated examples.

In order to address these misconceptions about learning, Prof Mazur’s Team developed “Peer Instruction”, a method which involves students in their own learning during lectures and focuses their attention on underling concepts. A student response system called “Clicker” [2] would be used in class to allow students actively engage in class discussion.

This research project reports the findings from recent visit from Prof Eric Mazur’s Research Team on Peer Instruction and the application of Student Response System (Clicker) to a group of Year 2 Fashion Technology students in Hong Kong. Fifty five full time and part time textile and fashion students took part the survey on their experiences on Peer Instruction and Clicker system. Initial findings showed that over 74% students found Clicker helped them to take active learning in class. Another 70% students mentioned that they built up more confident on their learning by using Clicker system. Over 72% students responded that they enjoyed the instant feedback from the Clicker system. Another 75% students responded that they were very happy when they got the correct answer from the Clicker system. To access the Clicker system in class, most students took advantages of the new technology by accessing the multiple choice questions from their mobile phone, tablet or iPad device directly. Overall, 75% students responded that Clicker system helped them to be independent learners. The survey found that there is a strong correlation (R>0.71) between students enjoyed active learning and their responded as independent learners. Also, there is a strong relationship (R>0.68) between students who built up their level of confident from the active learning and their responded to be independent learners. Results showed that Fashion and Textile students can benefit from the new technology in mobile learning and life-long learning.

Keywords:

Peer Instruction, Active Learning, Fashion and Textile Education, Student Centre.