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Issue 1, 2015
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Doing it for themselves: students creating a high quality peer-learning environment

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To support our students during their study and exam preparation we have developed a novel synoptic revision exercise using the online PeerWise system. Academic staff involvement was passive after introducing the assignment to the cohort via scaffolding activities, thus generating an entirely student-led peer-learning environment for the task. Student engagement exceeded all expectations with high levels of activity and peer-learning occurring over a wide range of topics. We report on a detailed investigation of the quality of the student-generated content, involving two years of data with separate cohorts. The analysis includes classification of the student question type (revised Bloom's taxonomy), investigation of the utility of the feedback/model answers, along with time-resolved analysis of activity during the coursework window. The research seeks to reveal the nature of student behaviour in a peer-review environment and alleviate some of the common concerns held by academics considering moving to this type of activity.

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The article was received on 07 Oct 2014, accepted on 20 Oct 2014 and first published on 20 Oct 2014

Article type: Paper
DOI: 10.1039/C4RP00209A
Citation: Chem. Educ. Res. Pract., 2015,16, 82-92
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    Doing it for themselves: students creating a high quality peer-learning environment

    K. W. Galloway and S. Burns, Chem. Educ. Res. Pract., 2015, 16, 82
    DOI: 10.1039/C4RP00209A

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