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Peer instruction is an active-learning method developed by physicist Eric Mazur at Harvard University in the early 1990s. It has enjoyed considerable success among science instructors, and has been adopted at an incredible rate throughout the world (Mazur 1997; Crouch and Mazur 2001; Lasry, Mazur, and Watkins 2008; Lasry 2008; Meltzer and Thornton 2012; Henderson 2008). The typical Peer Instruction (PI) script begins with the instructor giving a brief presentation (5-7 minutes) followed by a conceptual multiple-choice question. Students are then asked to select an answer (often with a wireless handheld clicker, but equally effective with flashcards or raised hands). They are then asked to convince a neighbour who has a different answer. Students engage in a process that forces them to verbalize their thinking, listen actively to their peers, and reflect critically on the subject matter. After this brief discussion, students resubmit an answer to the teacher, who can then use this feedback in realtime to tailor the instruction to the conceptual state of the class.

Although the efficacy of peer instruction has been systematically documented (Mazur 1997; Crouch and Mazur 2001) in different academic contexts (Lasry, Mazur, and Watkins 2008; Smith et al. 2009), to date, this learner-centred approach has been confined to brick-and-mortar classrooms. Could students take advantage of this instructional strategy outside of class? Could Peer Instruction be used in flipped classrooms or distance education for instance? More generally, could peer instruction be used asynchronously?