Student-Generated Content: Enhancing Learning through Sharing Multiple-Choice Questions

Autor/inn/en	Hardy, Judy; Bates, Simon P.; Casey, Morag M.; Galloway, Kyle W.; Galloway, Ross K.; Kay, Alison E.; Kirsop, Peter; McQueen, Heather A.
Titel	Student-Generated Content: Enhancing Learning through Sharing Multiple-Choice Questions
Quelle	In: International Journal of Science Education, 36 (2014) 13, S.2180-2194 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.916831
Schlagwörter	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; United Kingdom + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Leistungsermittlung; Schulleistung; Naturwissenschaftliche Bildung; Learning module; Lernmodul; Lernaktivität; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Collegestudent; Großbritannien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10