부산대학교 도서관

Contribution: This article shows that peer instruction can be applied synchronously and effectively to a distance learning course, using the learning platform Moodle together with a videoconferencing tool. Background: Due to the COVID-19 pandemic, all global education has been shifted from face-to-face to distance learning. While the debate on the effectiveness of active learning alternatives to the traditional lectures was still going on, the teachers found themselves facing a further difficulty: how to engage the students in a totally online learning process, where personal contact is completely lacking. The authors found the answer in the online application of peer instruction. Intended Outcomes: The use of online peer instruction (OPI) is expected to engage all the students attending the online lectures in an active learning process, improving their understanding of the topics covered at the same time. Application Design: The use of Moodle has made it possible to bring the peer instruction method online. The appropriate setup of Moodle’s Choice and Workshop activities was sufficient to manage the whole process from a technical standpoint, with the teacher managing the communication aspect, via the videoconferencing tool used to give the lectures. Findings: The application of OPI engaged all the students in the online lectures and proved to be effective in improving students’ understanding of the topics covered.