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ERIC Number: EJ1040259
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1470-8175
Peerwise Provides Significant Academic Benefits to Biological Science Students across Diverse Learning Tasks, but with Minimal Instructor Intervention
McQueen, H. A.; Shields, C.; Finnegan, D. J.; Higham, J.; Simmen, M. W.
Biochemistry and Molecular Biology Education, v42 n5 p371-381 Sep-Oct 2014
We demonstrate that student engagement with PeerWise, an online tool that allows students to author and answer multiple-choice questions (MCQs), is associated with enhanced academic performance across diverse assessment types on a second year Genetics course. Benefits were consistent over three course deliveries, with differential benefits bestowed on groups of different prior ability. A rating scheme, to assess the educational quality of students' questions, is presented and demonstrates that our students are able intuitively to make such quality assessments, and that the process of authoring high quality questions alone does not explain the academic benefits. We further test the benefits of providing additional PeerWise support and conclude that PeerWise works efficiently with minimal intervention, and can be reliably assessed using automatically generated PeerWise scores.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A