ERIC Number: EJ1033152
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Student-Generated Content: Enhancing Learning through Sharing Multiple-Choice Questions
Hardy, Judy; Bates, Simon P.; Casey, Morag M.; Galloway, Kyle W.; Galloway, Ross K.; Kay, Alison E.; Kirsop, Peter; McQueen, Heather A.
International Journal of Science Education, v36 n13 p2180-2194 2014
The relationship between students' use of PeerWise, an online tool that facilitates peer learning through student-generated content in the form of multiple-choice questions (MCQs), and achievement, as measured by their performance in the end-of-module examinations, was investigated in 5 large early-years science modules (in physics, chemistry and biology) across 3 research-intensive UK universities. A complex pattern was observed in terms of which type of activity (writing, answering or commenting on questions) was most beneficial for students; however, there was some evidence that students of lower intermediate ability may have gained particular benefit. In all modules, a modest but statistically significant positive correlation was found between students' PeerWise activity and their examination performance, after taking prior ability into account. This suggests that engaging with the production and discussion of student-generated content in the form of MCQs can support student learning in a way that is not critically dependent on course, institution, instructor or student.
Descriptors: Student Developed Materials, Multiple Choice Tests, Performance Based Assessment, Academic Achievement, Science Education, Learning Modules, Learning Activities, Science Course Improvement Projects, Electronic Learning, Quasiexperimental Design, Correlation, Teaching Methods, Educational Practices, Learning Strategies, Learner Engagement, Foreign Countries, College Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom