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A discursive question: Supporting student-authored multiple-choice questions through peer-learning software in non-STEMM disciplines

A discursive question: Supporting student-authored multiple-choice questions through peer-learning software in non-STEMM disciplines
A discursive question: Supporting student-authored multiple-choice questions through peer-learning software in non-STEMM disciplines
Peer‐learning that engages students in multiple choice question (MCQ) formulation promotes higher task engagement and deeper learning than simply answering MCQ’s in summative assessment. Yet presently, the literature detailing deployments of student‐authored MCQ software is biased towards accounts from Science, Technology, Engineering, Maths and Medicine (STEMM) subjects, rather than discursive subjects or disciplines where content may contain fewer absolute facts and objective metrics and more nuance. We report on qualitative and quantitative findings from a semester‐long deployment of a peer‐learning software package (PeerWise) in a 140‐student course on Interaction Design. PeerWise enables students to author, rate and comment upon their peers’ MCQ questions. The platform was enthusiastically adopted as a revision aid, yet overall question quality was poor and students expressed difficulty in translating the discursive nature of the course content into MCQs with only one correct answer. In addressing these shortcomings, this paper offers specific recommendations to instructors of more discursive subjects using student‐led MCQ authoring platforms, and further, how platforms such as PeerWise may be adapted to better suit disciplines characterised by discursive content. We propose alternative approaches to moderation and two suggestions for potential amendments to the software itself.
0007-1013
Snow, Stephen
1ba928e0-a4d7-4392-ae59-31ac8467eb94
Wilde, Adriana G
4f9174fe-482a-4114-8e81-79b835946224
Denny, Paul
c99a874a-6d52-4814-8e91-52b27de8469c
schraefel, m.c.
ac304659-1692-47f6-b892-15113b8c929f
Snow, Stephen
1ba928e0-a4d7-4392-ae59-31ac8467eb94
Wilde, Adriana G
4f9174fe-482a-4114-8e81-79b835946224
Denny, Paul
c99a874a-6d52-4814-8e91-52b27de8469c
schraefel, m.c.
ac304659-1692-47f6-b892-15113b8c929f

Snow, Stephen, Wilde, Adriana G, Denny, Paul and schraefel, m.c. (2018) A discursive question: Supporting student-authored multiple-choice questions through peer-learning software in non-STEMM disciplines. British Journal of Educational Technology. (doi:10.1111/bjet.12686).

Record type: Article

Abstract

Peer‐learning that engages students in multiple choice question (MCQ) formulation promotes higher task engagement and deeper learning than simply answering MCQ’s in summative assessment. Yet presently, the literature detailing deployments of student‐authored MCQ software is biased towards accounts from Science, Technology, Engineering, Maths and Medicine (STEMM) subjects, rather than discursive subjects or disciplines where content may contain fewer absolute facts and objective metrics and more nuance. We report on qualitative and quantitative findings from a semester‐long deployment of a peer‐learning software package (PeerWise) in a 140‐student course on Interaction Design. PeerWise enables students to author, rate and comment upon their peers’ MCQ questions. The platform was enthusiastically adopted as a revision aid, yet overall question quality was poor and students expressed difficulty in translating the discursive nature of the course content into MCQs with only one correct answer. In addressing these shortcomings, this paper offers specific recommendations to instructors of more discursive subjects using student‐led MCQ authoring platforms, and further, how platforms such as PeerWise may be adapted to better suit disciplines characterised by discursive content. We propose alternative approaches to moderation and two suggestions for potential amendments to the software itself.

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More information

Accepted/In Press date: 10 July 2018
e-pub ahead of print date: 17 September 2018

Identifiers

Local EPrints ID: 423768
URI: https://eprints.soton.ac.uk/id/eprint/423768
ISSN: 0007-1013
PURE UUID: cb776722-ee16-4596-a8d2-85391201f507

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Date deposited: 01 Oct 2018 16:30
Last modified: 05 Oct 2018 11:33

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