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Peer Project Learning Methodology: A novel implementation in the context of teaching-learning transformation in Latin America higher education

Abstract:

The Peer Project Learning (PPL) methodology is presented as a new active learning method based on Peer Instruction (IP) model and project-based learning (PBL). The methodological structure of PPL is shown, detailing its components, which are separated by stages, so that the instructional designs of this methodology can be used as educational strategies that allow students to engage an active learning process. This work shows two studies based on the PPL methodology. The first study, carried out in 2016 in person-person classes, shows effectiveness of the methodology through a quantitative analysis of the learning gain by students who studied a science course under the methodology in mention. This first group of results shows that students had greater learning gains in the PPL methodology than in traditional methodology. The second study, conducted in 2020 in a virtual classes, shows that the implementation of PPL methodology allows to explore the multiple intelligences of students and their own learning styles. The results of this second study will be shown in two sets: the first one presents the multiple intelligences developed along with the learning styles implemented by students; and the second one demonstrates the correlation between developed intelligences and learning styles. Based on these results it is concluded that students develop teamwork skills and problem solving associated with logical-mathematical, verbal-linguistic and interpersonal intelligences. Strategies are suggested so that instructors can use them in their classes, to best exploit the different multiple intelligences of their students based on the implementation of this methodology.