Student-Generated Content: Enhancing learning through sharing multiple-choice questions

The relationship between students' use of PeerWise, an online tool that facilitates peer learning through student-generated content in the form of multiple-choice questions (MCQs), and achievement, as measured by their performance in the end-of-module examinations, was investigated in 5 large early-years science modules (in physics, chemistry and biology) across 3 research-intensive UK universities. A complex pattern was observed in terms of which type of activity (writing, answering or commenting on questions) was most beneficial for students; however, there was some evidence that students of lower intermediate ability may have gained particular benefit. In all modules, a modest but statistically significant positive correlation was found between students' PeerWise activity and their examination performance, after taking prior ability into account. This suggests that engaging with the production and discussion of student-generated content in the form of MCQs can support student learning in a way that is not critically dependent on course, institution, instructor or student.     

Neither fish nor fowl: Exploring seconded and contracted teachers’ experiences of the university sector

While seconded and contracted teachers make a significant contribution to education faculties there is limited research regarding their experiences, needs and supports. Accordingly, interviews were conducted with five seconded and three contracted teachers in an Australian regional university and interpreted within a qualitative, interpretative framework. Themes that emerge from the study highlight the contrast between university and school cultures, issues around identity, the ways in which teaching is viewed, research activity for second/contracted teachers, positives and negatives around secondment, and the phases through which seconded and contract teachers move during their employment at university. Recommendations regarding the role and expectations of seconded and contracted teachers conclude the paper.     

Policy issues for learning disability computer integration

With the current expansion and development of educational computing in public and private schools across the country, policy issues for computer integration can be extremely important for educators. In the present article, research on a 3-year computer integration program at a private school for students with learning disabilities is used to illustrate integration issues. Problems and limitations in the computer program, ranging from lack of direction, support, and leadership from the administration to the lack of funds for maintenance or development, are identified and discussed. Policies and implications for the future of educational computing for students with learning disabilities as well as for private schools are examined.     

Student use of PeerWise: A multi-institutional,multidisciplinary evaluation

This study explores the relationship between engagement with an online, free-to-use question-generation application (PeerWise) and student achievement. Using PeerWise, students can create and answer multiple-choice questions and can provide feedback to the question authors on question quality. This provides further scope for students to engage in discussion about the question with their peers. Data on PeerWise use and examination performance were collected from over 3000 students across six large undergraduate courses (in physics, chemistry and biology) over three academic years in three research-intensive UK universities. A reliable and valid measure of overall PeerWise activity was created and a multilevel model developed describing the relationship between PeerWise activity and student performance in end of course examinations. Using this approach, a significant positive association was found between students’ engagement with PeerWise and their academic attainment in end of course exams, even controlling for prior ability. The implications of these findings for educators are discussed.     

Socially desirable responding in an environmental context: development of a domain specific scale

Numerous studies have pointed to a gap between the attitudes people express about the natural environment and their subsequent behaviors toward that environment. Variables identified within these studies include: how significant others view behaviors related to the attitudes; demographic variables such as sex, age or education; self‐perceived ability to do the attitude‐related behavior; attitude strength; and personal relevance of the attitude. This study proposes the concept of environmental desirability responding (EDR) as another factor which might contribute to the attitude‐behavior discrepancy. The development and construct validation of the Environmentally Desirable Response Scale (EDRS), which is designed to identify the existence and level of EDR, is described. The EDRS contains items designed to measure two types of socially desirable responding – ‘Self‐deception’ and ‘Image management’. A total of 1024 usable data sets were obtained from a sample of respondents in several countries (Japan, the US and Australia). Principal factors and correlation analyses revealed that the EDRS comprises three factors identified as ‘Self‐deception/Assertion of positives’, ‘Image management’ and ‘Self‐deception/Denial of negatives’. Cronbach alpha estimates of reliability for the three factors were .74, .66, and .61. Suggestions for further research regarding the scale and EDR are offered.     

The adjustment problems faced by international and overseas Chinese students studying in Taiwan universities: a comparison of student and faculty/staff perceptions

Over the last 15 years the number of international students studying at universities in Taiwan has increased dramatically; however, to date, there have been few studies that measured the cultural adjustment problems that this diverse group of students experience. To remedy this problem, this study gathered data from 1,174 international students and 189 faculty and staff members at 15 universities in Taiwan that described the extent of these problems in 12 different areas. Using independent sample t-tests and multiple regression analysis, this study found that the cultural adjustment problems experienced by international students were relatively minor, that faculty and staff consistently overstated these problems, and most importantly, problems with the English language explained more of the variation in both student and faculty and staff responses.