A Pedagogical Study on Enhancing Peer Interaction and Learning Motivation Through Google Docs

Author Information

Yuh-Jen Wu, Tzu Chi University, Taiwan
Agnes Rijstabel, The University of Edinburgh, United Kingdom
Chun-Min Lin, Tzu Chi University, Taiwan

Abstract

This study is based on the learning theory of social constructivism and adopts a peer interaction strategy to construct knowledge in the classroom. The goal is to motivate students to efficiently absorb, internalize, and articulate knowledge within a limited time while enhancing their learning outcomes through peer review. The participants comprised 12 second-year statistics students at a university in Taiwan. Google Docs served as the primary platform for learning and expression. During the course, the instructor delivered 20-minute lectures, such as teaching chi-square tests in SPSS, followed by 20 minutes during which students were required to understand the content, perform related tasks, and express their learning in written form on Google Docs. An additional 10 minutes were allocated for the instructor to randomly select and discuss student notes with the entire class. Students’ notes were expected to be comprehensible to their peers, fostering clarity and accuracy in their writing. By making each student’s notes accessible to both the instructor and classmates for review, this approach not only encouraged active participation but also motivated students to concentrate intensely on the lecture material. Open-ended questionnaires were conducted at the end of the semester to explore the strengths and weaknesses of this learning method. The results revealed that while students found the approach demanding due to time constraints and peer review pressure, it enhanced their focus and engagement. The process of reviewing and providing feedback on peers’ work allowed students to gain diverse perspectives, deepen their understanding, and improve their learning outcomes.

Save as a Favourite