An Analysis of Peer-Submitted and Peer-Reviewed Answer Rationales, in an Asynchronous Peer Instruction Based Learning Environment [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (EDM) (8th, Madrid, Spain, Jun 26-29, 2015).

Autor/inn/en	Bhatnagar, Sameer; Lasry, Nathaniel; Desmarais, Michel; Dugdale, Michael; Whittaker, Chris; Charles, Elizabeth S.
Institution	International Educational Data Mining Society
Titel	An Analysis of Peer-Submitted and Peer-Reviewed Answer Rationales, in an Asynchronous Peer Instruction Based Learning Environment [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (EDM) (8th, Madrid, Spain, Jun 26-29, 2015).
Quelle	(2015), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Peer Teaching; Peer Evaluation; Web Based Instruction; Asynchronous Communication; Multiple Choice Tests; Student Behavior; Outcomes of Education; Error Correction; Gender Differences; Physics; College Freshmen; Abstract Reasoning; Predictor Variables; Success; Scores; Foreign Countries; Scientific Concepts; Mechanics (Physics); Pretests Posttests; Questionnaires; Correlation; Canada; United States + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Web Based Training; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Student behaviour; Schülerverhalten; Lernleistung; Schulerfolg; Korrektur; Geschlechterkonflikt; Physik; Studienanfänger; Abstraktes Denken; Denken; Prädiktor; Erfolg; Ausland; Mechanik; Fragebogen; Korrelation; Kanada; USA
Abstract	This paper reports on an analyis of data from a novel "Peer Instruction" application, named DALITE. The Peer Instruction paradigm is well suited to take advantage of peer-input in web-based learning environments. DALITE implements an asynchronous instantiation of peer instruction: after submitting their answer to a multiple-choice question, students are asked to write a rationale for their choice. Then, they can compare their answer to other students' answers, and are asked to choose the best peer-submitted rationale among those displayed. We engaged in an analysis of student behaviour and learning outcomes in the DALITE learning environment. Specifically, we focus our investigation on the relationship between student proficiency, how students change their answers after reading each others' writings, and the peer-votes they earn in DALITE. Key results include: i) peer-votes earned is a significant predictor of success in the course; ii) there are no significant differences between strong and weak students in how often they switch from the correct answer to a wrong answer after consulting peer-rationales, or vice versa; iii) even though males outscore females in conceptual physics questions, females earn as many votes from their peers as males do for the content they produce when justifying their answer choices. [This work has been funded through the Programme d'Aide la Recherche sur l'Education et l'Apprentissage (PAREA), administered by the Ministere d'Education et Loisirs de Quebec.] [For complete proceedings, see ED560503.] (As Provided).
Anmerkungen	International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01