Teachers’ Guide

ENHANCE STUDENTS’ SCIENTIFIC BASIC SKILLS THROUGH THEIR ACTIVE INVOLVEMENT IN THE LEARNING PROCESS

Chapter 3: Other methodologies for students’ active involvement

3.4. E-learning

Technology will not replace teachers, but teachers who use technology will replace the teachers who do not,” There are mixed findings on the success of on-line PAL courses, such as those reported by Beaumont, Mannion, and Shen which seem to underpin the value of personal interaction with peers. Ryan (2013) has reported the results of using technology to facilitate peer learning and 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.

Central to the latter study was the use of personal response systems (Clickers) or Socrative app for smart phones, as well as PeerWise software which provides structure and support for independent learning by allowing learners to create, answer, review and discuss multiple choice questions (Web 2.0 model).

PeerWise promotes peer learning and feedback, and harnesses the creativity of students to generate a large repository of course questions. The process of creating original questions requires high-level cognitive engagement and a fresh approach to the course by students.

Whichever method or combination of methods you use, trial and error must play a part. Some tips for getting started are available from Felder and Brent.

Online Resources

Technology will not replace teachersClifford, R. (Defense Language Institute) quoted in Moeller, A. J. CALICO Journal, 1997, 14 (2-4), 5-13
On-line peer assisted learningThis paper reports on an online version of Peer Assisted Study Sessions (PASS), also known as Supplemental Instruction (SI), which was trialled in two subjects in the University of Melbourne in 2011. The program, named the Online Peer Assisted Learning (OPAL) scheme, was implemented with the aims of extending the benefits of a successful peer learning program to students other than those who attend face-to-face sessions and contributing to scholarship on the viability of online peer learning with reference to student interest, leader and participant perspectives, and the suitability of synchronous communication platforms.

Beaumont, T. J., Mannion, A. P. and Shen, B. O. (2012). From the campus to the cloud: the online peer assisted learning scheme [Internet]. Journal of Peer Learning. 5 (1), 1–15.
Example of technology enhance peer learningThis 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.
Ryan, B., Line up, line up: Using technology to align and enhance peer learning and assessment in a student centred foundation organic chemistry module. Chem. Educ. Res. Pract., 2013, 14, 229-238
Tools for peer learning
Socrative app: https://www.socrative.com/
Tools for peer learning:
Peerwise: http://peerwise.cs.auckland.ac.nz/
Student-centred instructionMore guidelines for teachers embarking on a peer-learning pathway: navigating a bumpy road! To student-centred instruction – another research and evidence-based paper from Felder & Brent (1996).

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