Let me explain! The effects of writing and reading short justifications on students' performance, confidence and opinions in audience response systems.
Background: The feedback offered to students in audience response systems may enhance 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...
| Publicado en: | Journal of Computer Assisted Learning Vol. 38; no. 2; pp. 327 - 338 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=155518129&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 155518129 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2022 vid: 38 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 155518129 152299059 155518129 155518129 10.1111/jcal.12608 155518129 ppf: 327 ppct: 11 formats: tig: atl: Let me explain! The effects of writing and reading short justifications on students' performance, confidence and opinions in audience response systems. aug: au: Papadopoulos, Pantelis M. Obwegeser, Nikolaus Weinberger, Armin affil: Department of Instructional Technology, University of Twente, Enschede, The Netherlands sug: subj: Writing Reading Confidence Evaluation Student Performance Appraisal Student Attitudes Education, Medical Feedback Models, Educational Methods Peer Group Voting Human Randomized Controlled Trials Random Assignment Task Performance and Analysis Paired T-Tests Multivariate Analysis of Variance Mann-Whitney U Test Wilcoxon Signed Rank Test Female Male Young Adult Female Male ab: Background: The feedback offered to students in audience response systems may enhance 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, confidence and 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, attended each lecture following a flipped classroom approach. At the beginning of each lecture, students participated in a quiz with eight multiple‐choice questions. Four of these questions included a justification form in which students could elaborate on their answers. The students were randomly grouped into two conditions according to the collective feedback they received: the Shared group (n = 54) could see both the 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 in questions with the justification form being available. Also, the two groups were comparable in terms of performance and self‐reported level of confidence suggesting no main effect for making peer justification available. Despite this, students in the Shared group expressed a significantly more positive opinion in the end‐of‐activity questionnaire in terms 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. Lay Description: What is currently known about the subject matter: Audience response systems (ARS) typically include closed‐type items.Therefore, students do not have the opportunity to elaborate on their answers.Externalizing and elaborating on one's answer could enhance understanding. What their paper adds to this: Integration of short justifications alongside multiple‐choice questions.System feedback includes percentage, confidence and peer justifications.Analysis on how writing/reading justifications affect performance in ARS. Implications of study findings for practitioners: Writing short justifications enhances student performance.Being able to read peer justifications does not affect student performance.Being able to read peer justifications increases activity acceptance. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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