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A web‐based learning system for question‐posing and peer assessment

A web‐based learning system for question‐posing and peer assessment A web‐based learning system has been developed to facilitate question‐posing, peer‐assessing, item‐viewing and drill‐and‐practice learning activities. In this paper, the pedagogical basis underlying the design and development of the system is explained in the light of information‐processing theory, social construction of knowledge theory and social modelling theory. A preliminary study to evaluate the instructional potential of the system has been conducted; this has also identified the factors that influence students’ use of the system. Results taken from questionnaires and open‐ended questions revealed that by enabling students to play various roles such as composers, critics and adapters, the system was perceived as a cognition‐enhancing and motivational learning tool by the participants. Data analysis further indicated that various factors worked together to influence the performance of question‐posing. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Innovations in Education & Teaching International Taylor & Francis

A web‐based learning system for question‐posing and peer assessment

12 pages

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References (22)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1470-3300
eISSN
1470-3297
DOI
10.1080/14703290500062557
Publisher site
See Article on Publisher Site

Abstract

A web‐based learning system has been developed to facilitate question‐posing, peer‐assessing, item‐viewing and drill‐and‐practice learning activities. In this paper, the pedagogical basis underlying the design and development of the system is explained in the light of information‐processing theory, social construction of knowledge theory and social modelling theory. A preliminary study to evaluate the instructional potential of the system has been conducted; this has also identified the factors that influence students’ use of the system. Results taken from questionnaires and open‐ended questions revealed that by enabling students to play various roles such as composers, critics and adapters, the system was perceived as a cognition‐enhancing and motivational learning tool by the participants. Data analysis further indicated that various factors worked together to influence the performance of question‐posing.

Journal

Innovations in Education & Teaching InternationalTaylor & Francis

Published: Nov 1, 2005

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