ABSTRACT

This article describes the design and evaluation of an online, asynchronous tool that mirrors the beneficial peer instruction process currently conducted in face-to-face classrooms. In the online Peer Instruction tool, students respond to a multiple-choice question with an answer and explanation. They are then exposed to peer responses to the same question. Finally, they may optionally submit a revised response, formed after exposure to these peer responses. Results from an experiment in three large-scale courses highlighted the perceived benefits for students who chose to engage meaningfully with the tool and showed opportunities for improving the user experience to increase engagement. After redesigning the interface and interaction, the original and revised versions of the tool were assessed in usability testing with students. The findings suggested the redesign is an improvement, reveal potential reasons the original design may have failed to engage more students, and reinforce the importance of understanding the multiple layers of the student experience when designing any educational technology.

摘要

本文介绍了一种在线异步工具的设计和评估，该工具反映了当前在面对面课堂中进行的有益的同伴教学过程。在在线同伴指导工具中，学生通过答案和解释来回答多项选择题。然后他们会看到同行对同一问题的回答。最后，他们可以选择提交在接触这些同行回复后形成的修改后的回复。三门大型课程的实验结果强调了选择有意义地使用该工具的学生所感受到的好处，并显示了改善用户体验以提高参与度的机会。重新设计界面和交互后，该工具的原始版本和修订版本在学生的可用性测试中进行了评估。