Let Me Explain! The Effects of Writing and Reading Short Justifications on Students' Performance, Confidence and Opinions in Audience Response Systems

Autor/inn/en	Papadopoulos, Pantelis M.; Obwegeser, Nikolaus; Weinberger, Armin
Titel	Let Me Explain! The Effects of Writing and Reading Short Justifications on Students' Performance, Confidence and Opinions in Audience Response Systems
Quelle	In: Journal of Computer Assisted Learning, 38 (2022) 2, S.327-337 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Papadopoulos, Pantelis M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12608
Schlagwörter	Written Language; Academic Achievement; Self Esteem; Student Attitudes; Audience Response Systems; Peer Evaluation; Feedback (Response); Undergraduate Students; Flipped Classroom + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Schulleistung; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Flipped classrooms; Flip teaching; Inverted teaching
Abstract	Background: The feedback offered to students in audience response systems may enhance conformity bias, while asking closed-type questions alone does not allow students to externalize and elaborate on their knowledge. Objectives: The study explores how writing short justifications and accessing peer justifications as collective feedback could affect students' performance, confidence and opinions in multiple-choice audience response systems that apply the Peer Instruction model of voting/revoting. Methods: For 8 weeks, 98 students, enrolled in an undergraduate course, attended each lecture following a flipped classroom approach. At the beginning of each lecture, students participated in a quiz with eight multiple-choice questions. Four of these questions included a justification form in which students could elaborate on their answers. The students were randomly grouped into two conditions according to the collective feedback they received: the Shared group (n = 54) could see both the percentage each question choice received from the class and the respective peer justifications, while the Unshared group (n = 44) could only see the percentage information. Results: Analysis showed that students in both groups performed significantly better in questions with the justification form being available. Also, the two groups were comparable in terms of performance and self-reported level of confidence suggesting no main effect for making peer justification available. Despite this, students in the Shared group expressed a significantly more positive opinion in the end-of-activity questionnaire in terms of perceived learning gains and the helpfulness of writing justifications for their answers. Take Away: Writing short justifications can have a positive impact on students' academic performance. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01