Document Type

Article

Rights

Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence

Disciplines

1.4 CHEMICAL SCIENCES, 1.6 BIOLOGICAL SCIENCES, 5.3 EDUCATIONAL SCIENCES

Publication Details

Ryan, B.J. (2013). Line up, line up: using technology to align and enhance peer learning and assessment in a student centred foundation organic chemistry module. Chemistry Education Research and Practice, 14, 229-238.

DOI: 10.1039/C3RP20178C

Abstract

This paper describes how three technologies were utilised in combination to align student learning and assessment as part of a case study. Multiple choice questions (MCQs) were central to all these 10 technologies. The peer learning technologies; Personal Response Devices (a.k.a. Clickers) and PeerWise (http://peerwise.cs.auckland.ac.nz), were implemented to achieve scaffolded, self-directed independent learning by the students which aligned to the assessment methodology through creating, analysing, answering and discussing multiple choice questions. Personal response devices enhanced in-class activity involvement, whilst PeerWise provided structure and support for independent student learning through 15 defined outside class activities. An associated technology, online MCQs hosted though a secure virtual learning environment, was used as an aligned assessment methodology. The rationale behind this case study, its implementation and evaluation are described and discussed. Finally, the potential widespread applicability of this aligned, technology enhanced learning and assessment methodology is outlined alongwith suggestions and guidelines to aid practitioners wishing to implement a similar approach.

DOI

https://doi.org/10.1039/C3RP20178C

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