Abstract
This paper assesses the experiences of Bournemouth University in using the on-line multiple choice question (MCQ) tool, Peerwise, in student learning and engagement. MCQs are excellent for testing knowledge, providing reassurance or identifying development needs. The creation of MCQs reinforces learning by tasking students to generate challenging questions. By engaging students using gamification in these topics through the creation, answering, rating and commenting on questions and allowing them to self-assess their knowledge, the expectation, borne out by multiple studies (Astin 1984; Luxton-Reilly et al 2012), is that students’ knowledge will improve. The ‘Student as researchers’ concept (Fielding 2001) is very relevant, implying that students act as agents to radical changes. Hanrahan (1998) reports that the control the educator has over the learning process and curriculum demotivates students. Peerwise supports self-direction and flexibility, which is embraced by students. Bournemouth University has been embedding Peerwise within teaching units for the last year. This paper explains the approaches taken and the resulting effects on students and learning using empirical qualitative and quantitative evidence. The current staff-student co-creation work to create generic resources in academic writing and research methods will be explained. The paper is supported by example questions which explain the MCQ process. The paper addresses concerns surrounding the quality of student-generated questions and the benefits to staff and students.
Author Information
Huseyin Dogan, Bournemouth University, UK
Paper Information
Conference: ECE2015
Stream: Educational change through technologies
This paper is part of the ECE2015 Conference Proceedings (View)
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