Generation and Retrieval Practice Effects in the Classroom Using PeerWise-Reference-Cited by-同舟云学术

Generation and Retrieval Practice Effects in the Classroom Using PeerWise

Published:2019-03-01 Issue:2 Volume:46 Page:121-126
ISSN:0098-6283
Container-title:Teaching of Psychology
language:en
Short-container-title:Teaching of Psychology

Author:

Kelley Matthew R.¹,Chapman-Orr Elizabeth K.²,Calkins Susanna³,Lemke Robert J.⁴

Affiliation:

1. Department of Psychology, Lake Forest College, Lake Forest, IL, USA

2. Department of Psychology, Grinnell College, Grinnell, IA, USA

3. Searle Center for Advancing Learning and Teaching, Northwestern University, Evanston, IL, USA

4. Department of Economics, Business, and Finance, Lake Forest College, Lake Forest, IL, USA

Abstract

The present study explored the generation and retrieval practice effects within a college classroom using a free, online tool called PeerWise (PW). PW allows students to create their own multiple-choice questions, share them with peers, and answer the shared questions written by their peers. Forty students from two sections of an upper level cognitive psychology course authored and answered multiple-choice questions as part of a semester-long assignment. Analyses showed reliable generation and retrieval practice effects following PW usage, along with a significant improvement in exam performance.

Publisher

SAGE Publications

Subject

General Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/0098628319834174

Reference21 articles.

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4. A Classroom Study on the Relationship Between Student Achievement and Retrieval-Enhanced Learning

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