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

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.