Using Peerwise to Improve Engagement and Learning
Authors: Biggins, D., Crowley, E., Bolat, E., Dogan, H. and Dupac, M.
Conference: The European Conference on Education
Dates: 1-5 July 2015
https://eprints.bournemouth.ac.uk/22850/
Source: Manual
Using Peerwise to improve engagement and learning.
Authors: Biggins, D., Crowley, E.J., Bolat, E., Dupac, M. and Dogan, H.
Conference: The European Conference on Education
Pages: 585-602
Publisher: The International Academic Forum (IAFOR)
ISSN: 2188-1162
Abstract:This paper assesses the experiences of Bournemouth University in using the online multiple choice question (MCQ) tool, Peerwise, in student learning and engagement.
MCQs are excellent for developing and testing knowledge, providing reassurance and identifying development needs. The creation of MCQs reinforces learning by tasking students to generate challenging questions. Peerwise supports self-direction and flexibility, which is embraced by students.
Bournemouth University started embedding Peerwise within teaching units in 2014. The intention was to transform the approach of students towards the non-assessed elements of the unit. Peerwise was used in an undergraduate business unit consisting of 50 students over at 15 week period. 804 questions were created and 3,345 answers were recorded. 10% of the unit marks were allocated to Peerwise use. Qualitative feedback from students was very positive. Correlation analysis showed a very weak relationship, 0.120, between the number of questions answered and the overall unit mark. Self-assessment of the change in learning was statistically significantly better for students who used Peerwise compared to those who did not.
Overall, the evaluation of the Peerwise was positive with many lessons learnt. Six recommendations for the further use of Peerwise were developed, including improving the scaffolding to students, refining the way quality is assessed and developing evaluation criteria.
https://eprints.bournemouth.ac.uk/22850/
http://iafor.org/archives/proceedings/ECE/ECE2015_proceedings.pdf
Source: BURO EPrints