Bitte benutzen Sie diese Referenz, um auf diese Ressource zu verweisen:
Volltext verfügbar? / Dokumentlieferung
doi:10.22028/D291-35863
Titel: | Let me explain! The effects of writing and reading short justifications on students' performance, confidence and opinions in audience response systems |
VerfasserIn: | Papadopoulos, Pantelis M. Obwegeser, Nikolaus Weinberger, Armin |
Sprache: | Englisch |
Titel: | Journal of computer assisted learning |
Bandnummer: | 38 |
Heft: | 2 |
Startseite: | 327 |
Endseite: | 337 |
Verlag/Plattform: | Wiley |
Erscheinungsjahr: | 2021 |
Dokumenttyp: | Journalartikel / Zeitschriftenartikel |
Abstract: | Background: The feedback offered to students in audience response systems mayenhance conformity bias, while asking closed-type questions alone does not allow students to externalize and elaborate on their knowledge. Objectives: The study explores how writing short justifications and accessing peer justifications as collective feedback could affect students' performance, confidenceand opinions in multiple-choice audience response systems that apply the Peer Instruction model of voting/revoting. Methods: For 8 weeks, 98 students, enrolled in an undergraduate course, attendedeach lecture following a flipped classroom approach. At the beginning of each lec-ture, students participated in a quiz with eight multiple-choice questions. Four of these questions included a justificationform in which students could elaborate ontheir answers. The students were randomly grouped into two conditions accordingto the collective feedback they received: the Shared group (n=54) could see boththe percentage each question choice received from the class and the respective peer justifications, while the Unshared group (n=44) could only see the percentage information. Results: Analysis showed that students in both groups performed significantly better inquestions with the justification form being available. Also, the two groups were compa-rable in terms of performance and self-reported level of confidence suggesting no maineffect for making peer justification available. Despite this, students in the Shared group expressed a significantly more positive opinion in the end-of-activity questionnaire interms of perceived learning gains and the helpfulness of writing justifications for their answers. Take Away: Writing short justifications can have a positive impact on students' academic performance. |
DOI der Erstveröffentlichung: | 10.1111/jcal.12608 |
URL der Erstveröffentlichung: | https://onlinelibrary.wiley.com/doi/10.1111/jcal.12608 |
Link zu diesem Datensatz: | hdl:20.500.11880/32700 http://dx.doi.org/10.22028/D291-35863 |
ISSN: | 1365-2729 0266-4909 |
Datum des Eintrags: | 30-Mär-2022 |
Fakultät: | HW - Fakultät für Empirische Humanwissenschaften und Wirtschaftswissenschaft |
Fachrichtung: | HW - Bildungswissenschaften |
Professur: | HW - Prof. Dr. Armin Weinberger |
Sammlung: | SciDok - Der Wissenschaftsserver der Universität des Saarlandes |
Dateien zu diesem Datensatz:
Es gibt keine Dateien zu dieser Ressource.
Alle Ressourcen in diesem Repository sind urheberrechtlich geschützt.