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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

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