research-article

Activities, affordances and attitude: how student-generated questions assist learning

Authors:

Andrew Luxton-Reilly,

Robert SheehanAuthors Info & Claims

ITiCSE '12: Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education

Pages 4 - 9

https://doi.org/10.1145/2325296.2325302

Published: 03 July 2012 Publication History

Abstract

Recent research has focused on tools that support the creation, review and sharing of student-generated content for peer learning. However, we know little about the student perspective of such activities. In this paper, we identify what students believe is most helpful for their learning by analysing open-ended comments from students engaged in creating, answering and reviewing exam-style questions generated by their peers. Students report learning about content and appropriate standards of work, both individually and through interaction with peer generated resources.

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Cited By

Boluda Ruiz Rdel Castillo Vázquez BGarcía Zambrana A(2023)Contenido multimedia generado por el estudiante como estrategia de aprendizaje activo y colaborativo: Una experiencia piloto en la ETSIT de la Universidad de Málaga10.24310/mumaedmumaed.162Online publication date: 7-Mar-2023
https://doi.org/10.24310/mumaedmumaed.162
Dolliver E(2021)Defining Learning Affordances Based on Past Research Usesundefined10.12794/metadc1873546Online publication date: Dec-2021
https://doi.org/10.12794/metadc1873546
Golechkova TPletneva N(2021)Enhancing Student Engagement through Student-Generated Activities: Case Study2021 IEEE International Conference on Educational Technology (ICET)10.1109/ICET52293.2021.9563173(247-253)Online publication date: 18-Jun-2021
https://doi.org/10.1109/ICET52293.2021.9563173
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Published In

cover image ACM Conferences

ITiCSE '12: Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education

July 2012

424 pages

ISBN:9781450312462

DOI:10.1145/2325296

Conference Chairs:
Tami Lapidot
Technion, Israel
,
Judith Gal-Ezer
The Open University, Israel
,
Program Chairs:
Michael E. Caspersen
Aarhus University, Denmark
,
Orit Hazzan
Technion, Israel

Copyright © 2012 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Bilkent University: Bilkent University
SIGCSE: ACM Special Interest Group on Computer Science Education

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Association for Computing Machinery

New York, NY, United States

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Published: 03 July 2012

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ITiCSE '12

Sponsor:

Bilkent University
SIGCSE

ITiCSE '12: Annual Conference on Innovation and Technology in Computer Science Education

July 3 - 5, 2012

Haifa, Israel

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Overall Acceptance Rate 552 of 1,613 submissions, 34%

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Cited By

Boluda Ruiz Rdel Castillo Vázquez BGarcía Zambrana A(2023)Contenido multimedia generado por el estudiante como estrategia de aprendizaje activo y colaborativo: Una experiencia piloto en la ETSIT de la Universidad de Málaga10.24310/mumaedmumaed.162Online publication date: 7-Mar-2023
https://doi.org/10.24310/mumaedmumaed.162
Dolliver E(2021)Defining Learning Affordances Based on Past Research Usesundefined10.12794/metadc1873546Online publication date: Dec-2021
https://doi.org/10.12794/metadc1873546
Golechkova TPletneva N(2021)Enhancing Student Engagement through Student-Generated Activities: Case Study2021 IEEE International Conference on Educational Technology (ICET)10.1109/ICET52293.2021.9563173(247-253)Online publication date: 18-Jun-2021
https://doi.org/10.1109/ICET52293.2021.9563173
Gyamfi GHanna BKhosravi H(2021)Supporting peer evaluation of student-generated content: a study of three approachesAssessment & Evaluation in Higher Education10.1080/02602938.2021.200614047:7(1129-1147)Online publication date: 7-Dec-2021
https://doi.org/10.1080/02602938.2021.2006140
Kangas VPirttinen NNygren HLeinonen JHellas AZhang MYang BCooper SLuxton-Reilly A(2019)Does Creating Programming Assignments with Tests Lead to Improved Performance in Writing Unit Tests?Proceedings of the ACM Conference on Global Computing Education10.1145/3300115.3309516(106-112)Online publication date: 9-May-2019
https://dl.acm.org/doi/10.1145/3300115.3309516
Luxton-Reilly ALewis APlimmer BMason RSimon (2018)Comparing sequential and parallel code review techniques for formative feedbackProceedings of the 20th Australasian Computing Education Conference10.1145/3160489.3160498(45-52)Online publication date: 30-Jan-2018
https://dl.acm.org/doi/10.1145/3160489.3160498
Zhang XHuang LWang ZYu Q(2018)Peer-Formulated Assignment Method for Experimental Projects in CS courses2018 IEEE Frontiers in Education Conference (FIE)10.1109/FIE.2018.8658915(1-8)Online publication date: Oct-2018
https://doi.org/10.1109/FIE.2018.8658915
Biggins DCrowley EBolat EDupac MDogan H(2015)Enhancing University Student Engagement Using Online Multiple Choice Questions and AnswersOpen Journal of Social Sciences10.4236/jss.2015.3901103:09(71-76)Online publication date: 2015
https://doi.org/10.4236/jss.2015.39011
Etlinger HCamp TTymann PDougherty JNagel K(2013)Adding a contributing student pedagogy component to an introductory database courseProceeding of the 44th ACM technical symposium on Computer science education10.1145/2445196.2445288(299-304)Online publication date: 6-Mar-2013
https://dl.acm.org/doi/10.1145/2445196.2445288

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