A Networked question-posing and peer assessment learning system: A cognitive enhancing tool.

Research output: Contribution to journalArticle

Abstract

In light of constructivism and cognitive psychology, a networked learning
system enabling students to pose questions that are assessed, viewed, and
answered via peers, is described in the article. A study examining the system’s
learning potentials and design features was conducted with 52 sixth graders.
Overall, students rated favorably on the system’s interface design and
potentials in promoting their cognitive capability in the content domain.
Questionnaires, open-ended questions, and classroom observations further
revealed that via playing the roles of question-posers, assessors, viewers,
adapters, and answers at various points during the process, students seemed
to actively engage in the learning process by constructing and re-constructing
their own interpretations of the world of information around them, which
was facilitative for understanding and cognitive development. Suggestions
for future studies were offered.
Original languageEnglish
Pages (from-to)211-226
Journal Journal of Educational Technology Systems
Volume32
Issue number2&3
Publication statusPublished - 2001

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learning
student
cognitive development
constructivism
learning process
psychology
classroom
interpretation
questionnaire

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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title = "A Networked question-posing and peer assessment learning system: A cognitive enhancing tool.",
abstract = "In light of constructivism and cognitive psychology, a networked learningsystem enabling students to pose questions that are assessed, viewed, andanswered via peers, is described in the article. A study examining the system’slearning potentials and design features was conducted with 52 sixth graders.Overall, students rated favorably on the system’s interface design andpotentials in promoting their cognitive capability in the content domain.Questionnaires, open-ended questions, and classroom observations furtherrevealed that via playing the roles of question-posers, assessors, viewers,adapters, and answers at various points during the process, students seemedto actively engage in the learning process by constructing and re-constructingtheir own interpretations of the world of information around them, whichwas facilitative for understanding and cognitive development. Suggestionsfor future studies were offered.",
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year = "2001",
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pages = "211--226",
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A Networked question-posing and peer assessment learning system: A cognitive enhancing tool. / Yu, Fu-Yun.

In: Journal of Educational Technology Systems, Vol. 32, No. 2&3, 2001, p. 211-226.

Research output: Contribution to journalArticle

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