Jared Tritz
ABSTRACT
We will present three similar studies that examine online peer evaluation of student-generated explanations for missed exam problems in introductory physics. In the first study, students created video solutions using YouTube and in the second two studies, they created written solutions using Google documents. All peer evaluations were performed using a tournament module as part of the interactive online coaching system called E2Coach[4] at the University of Michigan. With the theme of LAK 2014 being "intersection of learning analytics research, theory and practice", we think this poster will provide an accessible example that combines a classroom experiment with rigorous analysis to understand outcomes.
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Cross Ref
- L. Deslauriers, E. Schelew, and C. Wieman. Improved learning in a large-enrollment physics class. Science (New York, N.Y.), 332(6031):862--4, May 2011.Google ScholarCross Ref
- B. B. Hansen. Full Matching in an Observational Study of Coaching for the SAT. Journal of the American Statistical Association, 99(467):609--618, Sept. 2004.Google ScholarCross Ref
- T. Mckay, K. Miller, and J. Tritz. What to do with actionable intelligence: E2Coach as an intervention engine. Conference Paper: Learning Analytics and Knowledge 2012, pages 88--91, 2012. Google ScholarDigital Library
- G. Schraw. Promoting general metacognitive awareness. Instructional science, pages 113--125, 1998.Google Scholar
Index Terms
- Peer evaluation of student generated content
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