Using PeerWise to Develop a Contributing Student Pedagogy for Postgraduate Psychology

Autor/inn/en	McKenzie, Wendy; Roodenburg, John
Titel	Using PeerWise to Develop a Contributing Student Pedagogy for Postgraduate Psychology
Quelle	In: Australasian Journal of Educational Technology, 33 (2017) 1, S.32-47 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Teaching Methods; Graduate Students; Recall (Psychology); Computer Software; Internet; Feedback (Response); Self Evaluation (Individuals); Peer Evaluation; Online Surveys; Student Attitudes; Units of Study; Multiple Choice Tests; Blended Learning; Computer Assisted Testing; Self Efficacy; Peer Relationship; Mixed Methods Research; Summative Evaluation; Comparative Analysis; Management Systems; Likert Scales; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Abberufung; Schülerverhalten; Lerneinheit; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Self-efficacy; Selbstwirksamkeit; Peer-Beziehungen; Likert-Skala; Ausland; Australien
Abstract	The importance of the role of peer and self-assessment in developing formative and sustainable assessment practice in higher education is increasingly becoming evident. PeerWise is an online software tool that engages students in contributing to their own and others' learning by authoring, answering and providing feedback on multiple choice questions. Using a mixed methods approach, 20 students responded to discussion questions and an online survey about their perceptions of using PeerWise compared to online quizzes as part of the blended delivery of a postgraduate psychology unit. Students considered both authoring and answering questions in PeerWise to equally benefit their learning. Answering questions in PeerWise was perceived to be more helpful for learning than questions on a Moodle quiz. This advantage was evident across more complex cognitive skills, understanding, applying, evaluating and creating information, although only significant for facilitating understanding. PeerWise and online quizzes were seen to be equally helpful in facilitating recall. Despite the perceived benefits of PeerWise, students preferred quiz questions to be set by an expert if used as recognition of progress. Introducing PeerWise was effective in promoting engagement with peers; however, refinements to the model should focus on increasing student confidence in their own and peers' capabilities. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01