Evaluation Of Peerwise As An Educational Tool For Bioengineers

Denny, Paul; Simon, Beth; Micou, Melissa Kurtis

doi:10.18260/1-2--16460

Cited by 2 publications

(2 citation statements)

References 5 publications

(6 reference statements)

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“…Interestingly, while each of these individual activities has the potential to enhance academic achievement, studies have shown that it is through engaging across a range of PeerWise activities that students can best improve their understanding and academic performance (McQueen, Shields, Finnegan, Higham, & Simmen, ). Previous studies of students’ overall use of PeerWise (see for example Casey et al ., ; Denny, Hamer, Luxton‐Reilly, & Purchase, ; Denny, Luxton‐Reilly, Hamer, & Purchase, ; Denny, Simon, & Micou, ; Hardy et al , ) have used a “Multiple Measure” (MM); a combined measure of activities that can be said to represent the aggregate of the “work done” by a student using the system. However, this measure is largely based on the quantity of student contributions (number of questions written and answered, number of days active, length of comments), which does not necessarily reflect the quality.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Student use of PeerWise: A multi‐institutional, multidisciplinary evaluation

Kay¹,

Hardy²,

Galloway³

2019

Brit J Educational Tech

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This study explores the relationship between engagement with an online, free-to-use question-generation application (PeerWise) and student achievement. Using PeerWise, students can create and answer multiple-choice questions and can provide feedback to the question authors on question quality. This provides further scope for students to engage in discussion about the question with their peers. Data on PeerWise use and examination performance were collected from over 3000 students across six large undergraduate courses (in physics, chemistry and biology) over three academic years in three research-intensive UK universities. A reliable and valid measure of overall PeerWise activity was created and a multilevel model developed describing the relationship between PeerWise activity and student performance in end of course examinations. Using this approach, a significant positive association was found between students' engagement with PeerWise and their academic attainment in end of course exams, even controlling for prior ability. The implications of these findings for educators are discussed. Student use of PeerWise 25Theoretical framework Student-generated questions and feedback It has long been recognized that asking students to create questions enhances their engagement with, and understanding of, course materials (Draper

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Section: Theoretical Frameworkmentioning

confidence: 99%

Student use of PeerWise: A multi‐institutional, multidisciplinary evaluation

Kay¹,

Hardy²,

Galloway³

2019

Brit J Educational Tech

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“…and give comments to peers than is asked of them as a minimum requirement, suggesting high levels of interest and engagement in the course material. Alongside these outcomes, a further finding has indicated that there is a correlation with higher summative assessment scores and students with higher levels of scores (Bates et al, 2012;Casey et al, 2014;Denny et al, 2010;Feeley & Parris, 2012).…”

Section: Online Tools For the Development Of Higher Order Thinkingmentioning

confidence: 97%

Using Online Tools to Develop Higher Order Learning Among Tertiary Students

Page¹

2022

OLJ

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It is widely recognised that the development of higher order thinking skills is a fundamental goal of higher education. There are a variety of online tools that assist the development of student higher order thinking. In this paper, a process of scaffolding for the writing of higher-order questions enabled through peer learning activities is explored. Data collected over two years across five cohorts shows that there was an overall statistically significant improvement in the number of higher-order questions produced by students at the end of each unit. The findings reveal a viable peer teaching tool that can easily be embedded into existing programmes to develop the necessary critical thinking skills for higher education students.

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Evaluation Of Peerwise As An Educational Tool For Bioengineers

Cited by 2 publications

References 5 publications

Student use of PeerWise: A multi‐institutional, multidisciplinary evaluation

Student use of PeerWise: A multi‐institutional, multidisciplinary evaluation

Using Online Tools to Develop Higher Order Learning Among Tertiary Students

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