Student-generated content: Enhancing learning through sharing multiple-choice questions

Judy Hardy*, Simon P. Bates, Morag M. Casey, Kyle W. Galloway, Ross K. Galloway, Alison E. Kay, Peter Kirsop, Heather A. McQueen

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish
Pages (from-to)2180-2194
Number of pages15
JournalInternational Journal of Science Education
Volume36
Issue number13
DOIs
Publication statusPublished - 15 May 2014

Keywords

  • assessment
  • formative assessment
  • social constructivism

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