Student-generated content: using PeerWise to enhance engagement and outcomes in introductory physics courses

Simon P. Bates*, Ross K. Galloway, Karon L. McBride

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract / Description of output

We describe the implementation and evaluation of an online tool to support student generation of multiple choice assessment questions within two consecutive semesters of introductory physics at the University of Edinburgh. We substituted a weekly homework for an assessment activity in which each student was required to participate in using the system. Engagement with the system was high, with contributions generally going beyond the minimum requirements. The quality of submissions was on average high, with the very best questions being remarkably detailed problems rather than exercises. We explore links between use of the online system and end of course examination score. We find that students with higher levels of activity in the system scored significantly higher marks on the exam; this effect was seen for students of lower ability as well as for the highest performing students.

Original languageEnglish
Title of host publication2011 PHYSICS EDUCATION RESEARCH CONFERENCE
EditorsNS Rebello, PV Engelhardt, C Singh
Place of PublicationMELVILLE
PublisherAmerican Institute of Physics
Pages123-126
Number of pages4
ISBN (Print)978-0-7354-0990-3
DOIs
Publication statusPublished - 2012
EventPhysics Education Research Conference - Omaha, Niger
Duration: 3 Aug 20114 Aug 2011

Publication series

NameAIP Conference Proceedings
PublisherAMER INST PHYSICS
Volume1413
ISSN (Print)0094-243X

Conference

ConferencePhysics Education Research Conference
Country/TerritoryNiger
Period3/08/114/08/11

Keywords / Materials (for Non-textual outputs)

  • assessment
  • student-generated content
  • e-learning

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