Student-generated content: enhancing learning through sharing multiple-choice questions

Hardy, J., Bates, S. P., Casey, M. M., Galloway, K. W., Galloway, R. K., Kay, A. E., Kirsop, P. and McQueen, H. A. (2014) Student-generated content: enhancing learning through sharing multiple-choice questions. International Journal of Science Education, 36(13), pp. 2180-2194. (doi:10.1080/09500693.2014.916831)

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Publisher's URL: http://dx.doi.org/10.1080/09500693.2014.916831

Abstract

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.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Casey, Dr Morag
Authors: Hardy, J., Bates, S. P., Casey, M. M., Galloway, K. W., Galloway, R. K., Kay, A. E., Kirsop, P., and McQueen, H. A.
Subjects:L Education > LB Theory and practice of education > LB2300 Higher Education
College/School:College of Science and Engineering > School of Physics and Astronomy
Journal Name:International Journal of Science Education
Publisher:Taylor and Francis
ISSN:0950-0693
ISSN (Online):1464-5289

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