A discursive question: Supporting student‐authored multiple choice questions through peer‐learning software in non‐STEMM disciplines

Snow, Stephen; Wilde, Adriana; Denny, Paul; schraefel, m.c.

doi:10.1111/bjet.12686

Cited by 7 publications

(5 citation statements)

References 24 publications

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“…This point is in line with some studies by past researchers such as (Hossain & Sormunen, 2019;Barnard et al, 2019;Arco-Tirado et al, 2020;Chiu & Hew, 2018;Corrégé & Michinov, 2021). Snow et al (2019) explained that peer learning encourages student involvement in completing assignments is higher and obtains deeper learning than just answering questions and allows students to compose, evaluate and comment on questions and answers with friends. Peer learning increases enthusiasm, self-efficacy and readiness among students in addition to improving leadership skills (Lairamore et al, 2019).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Implications Trends of Peer Learning in the STEM Teaching and Learning Process: A Systematic Literature Review (SLR)

Bahari¹,

Matore²

2023

IJARPED

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Peer learning is a student-based learning process, where students help other students in their learning process. This self-study study is important to help students improve their understanding, especially in the context of STEM (Science, Technology, Engineering and Mathematics). Unfortunately, studies related to the implications of peer learning trends are not discussed much, especially in the context of STEM despite having many advantages. Thus, this study aims to analyze the trend of peer learning implications that are most often used through the highlights of previous studies and further develop a conceptual framework in the STEM teaching and learning process. Two databases namely SCOPUS and WOS were used in the screening of articles using Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) which includes selection criteria, search strategy, data collection, selection process and data analysis for the articles obtained. This study uses systematic literature highlights (SLR) in producing a trend analysis of the implications of peer learning among students. SLR survey through the analysis of publication year trends, study country trends and related variable trends through the main phase which is planning, analyzing and reporting are phases in the SLR method. Findings show that the number of studies is increasing starting in 2018 until 2022. This shows that peer learning among students is increasingly considered important to be used as a variable in a study. The trend of country analysis shows that Finland is the country that conducts the most research on the implications of peer learning followed by Turkey and France. A total of 30 articles were identified in this 5-year period through the set criteria. The findings of the study show that the most dominant implication trend in peer learning is increased student involvement followed by improved communication skills and accelerated learning. The conceptual framework formed involves three main elements in this trend of implications, namely increasing student engagement, improving communication skills and accelerating learning. The idea behind this study is to improve the quality of teaching and learning in schools so that it can have a more positive effect in the effort to produce excellent students. Therefore, further research developed in the future is very necessary to examine whether the other two implication trends, namely building networks and gaining new perspectives can be included in the conceptual framework developed. Apart from that,

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Section: Conceptual Frameworkmentioning

confidence: 99%

Implications Trends of Peer Learning in the STEM Teaching and Learning Process: A Systematic Literature Review (SLR)

Bahari¹,

Matore²

2023

IJARPED

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“…A common use of question repositories in PeerWise by students is for review and practice purposes leading up to summative tests and exams. Prior work has shown that answering activity in PeerWise typically increases rapidly before a test [38], and that answering questions is strongly predictive of subsequent test performance [39], [40]. Instructors are also able to make use of the questions, for example by reviewing a question repository to identify topics that are challenging for students, or by selecting high-quality questions for use on summative tests and exams.…”

Section: Crowdsourcing Systems a Peerwisementioning

confidence: 99%

Lessons Learned From Four Computing Education Crowdsourcing Systems

et al. 2023

Self Cite

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Crowdsourcing is a general term that describes the practice of many individuals working collectively to achieve a common goal or complete a task, often involving the generation of content. In an educational context, crowdsourcing of learning materials -where students create resources that can be used by other learners -offers several benefits. Students benefit from the act of producing resources as well as from using the resources. Despite benefits, instructors may be hesitant to adopt crowdsourcing for several reasons, such as concerns around the quality of content produced by students and the perceptions students may have of creating resources for their peers. While prior work has explored crowdsourcing concerns within the context of individual tools, lessons that are generalisable across multiple platforms and derived from practical use can provide considerably more robust insights. In this perspective article, we present four crowdsourcing tools that we have developed and used in computing classrooms. From our previous studies and experience, we derive lessons which shed new light on some of the concerns that are typical for instructors looking to adopt such tools. We find that across multiple contexts, students are capable of generating high quality learning content which provides good coverage of key concepts. Although students do appear hesitant to engage with new kinds of activities, various types of incentives have proven effective. Finally, although studies on learning effects have shown mixed results, no negative outcomes have been observed. In light of these lessons, we hope to see a greater uptake and use of crowdsourcing in computing education.INDEX TERMS contributing student pedagogy, crowdsourcing, crowdsourcing systems, learnersourcing

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“…Collaborative question generation improves self-confidence and critical thinking, sheds light on different ways to solve a problem, supports ideation, exhilarates students, facilitates rapid peer-evaluation, and improves deep learning [64,19,76,25,16,65,14,6,27,47,45,4,8,17,60,49,22]. Creating question stems, correct/wrong choices, and justifications for each choice involves critical thinking and evaluation that result in deep learning [25,49,20].…”

Section: Collaborative Question Generationmentioning

confidence: 99%

“…It provides students with a learning environment where they generate questions and share them with their classmates for self-testing. Questiongeneration through PeerWise is found helpful in a large spectrum of disciplines [64,25]. Replacing weekly course assignments with question generation also showed a significant increase in final exam grades [4].…”

Section: Collaborative Question Generationmentioning

confidence: 99%

QMaps: Engaging Students in Voluntary Question Generation and Linking

YeckehZaare

Barghi²,

Resnick

2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

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Generating multiple-choice questions is known to improve students' critical thinking and deep learning. Visualizing relationships between concepts enhances meaningful learning, students' ability to relate new concepts to previously learned concepts. We designed and deployed a collaborative learning process through which students generate multiple-choice questions and represent the prerequisite knowledge structure between questions as visual links in a shared map, using a variation of Concept Maps that we call "QMap." We conducted a four-month study with 19 undergraduate students. Students sustained voluntary contributions, creating 992 good questions, and drawing 1, 255 meaningful links between the questions. Through analyzing self-reports, observations, and usage data, we report on the technical and social design features that led students to sustain their motivation.

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A discursive question: Supporting student‐authored multiple choice questions through peer‐learning software in non‐STEMM disciplines

Cited by 7 publications

References 24 publications

Implications Trends of Peer Learning in the STEM Teaching and Learning Process: A Systematic Literature Review (SLR)

Implications Trends of Peer Learning in the STEM Teaching and Learning Process: A Systematic Literature Review (SLR)

Lessons Learned From Four Computing Education Crowdsourcing Systems

QMaps: Engaging Students in Voluntary Question Generation and Linking

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