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ERIC Number: EJ1167057
Record Type: Journal
Publication Date: 2013-Jul
Pages: 10
Abstractor: As Provided
ISSN: EISSN-1756-1108
Line Up, Line Up: Using Technology to Align and Enhance Peer Learning and Assessment in a Student Centred Foundation Organic Chemistry Module
Ryan, Barry J.
Chemistry Education Research and Practice, v14 n3 p229-238 Jul 2013
This paper describes how three technologies were utilised in combination to align student learning and assessment as part of a case study. Multiple choice questions (MCQs) were central to all these technologies. The peer learning technologies; Personal Response Devices (a.k.a. "Clickers") and "PeerWise" (, were implemented to achieve scaffolded, self-directed independent learning by the students which aligned to the assessment methodology through creating, analysing, answering and discussing multiple choice questions. Personal response devices enhanced in-class activity involvement, whilst PeerWise provided structure and support for independent student learning through defined outside class activities. An associated technology, online MCQs hosted though a secure virtual learning environment, was used as an aligned assessment methodology. The rationale behind this case study, its implementation and evaluation are described and discussed. Finally, the potential widespread applicability of this aligned, technology-enhanced learning and assessment methodology is outlined along with suggestions and guidelines to aid practitioners wishing to implement a similar approach. Contains notes and references.
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A