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All It Takes Is One: Evidence for a Strategy for Seeding Large Scale Peer Learning Interactions

Authors:

Marti A. Hearst,

Armando Fox,

D. Coetzee,

Bjoern HartmannAuthors Info & Claims

L@S '15: Proceedings of the Second (2015) ACM Conference on Learning @ Scale

Pages 381 - 383

https://doi.org/10.1145/2724660.2728698

Published: 14 March 2015 Publication History

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Abstract

The results of a study of online peer learning suggests that it may be advantageous to automatically assign students to small peer learning groups based on how many students initially get answers to questions correct.

References

[1]

Coetzee, D., Lim, S., Fox, A., Hartmann, B., and Hearst, M. A. Structuring interactions for large-scale synchronous peer learning. In CSCW: ACM Conference on Computer Supported Collaborative Work (2015).

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Crouch, C. H., and Mazur, E. Peer instruction: Ten years of experience and results. American Journal of Physics 69, 9 (2001), 970--977.

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Deslauriers, L., Schelew, E., and Wieman, C. Improved learning in a large-enrollment physics class. Science 332, 6031 (2011), 862--864.

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Millis, B. Cooperative Learning in Higher Education: Across the Disciplines, Across the Academy. Stylus Publishing, LLC., 2012.

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Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., and Su, T. T. Why peer discussion improves student performance on in-class concept questions. Science 323, 5910 (2009), 122--124.

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Index Terms

All It Takes Is One: Evidence for a Strategy for Seeding Large Scale Peer Learning Interactions
1. Human-centered computing

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Information & Contributors

Information

Published In

L@S '15: Proceedings of the Second (2015) ACM Conference on Learning @ Scale

March 2015

438 pages

ISBN:9781450334112

DOI:10.1145/2724660

General Chair:
Gregor Kiczales
University of British Columbia
,
Program Chairs:
Daniel M. Russell
Google
,
Beverly Woolf
University of Massachusets, Amherst

Permission to make digital or hard copies of part or all 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 third-party components of this work must be honored. For all other uses, contact the Owner/Author.

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 14 March 2015

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Work in progress

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Conference

L@S 2015

Sponsor:

ACM Ed Board

L@S 2015: Second (2015) ACM Conference on Learning @ Scale

March 14 - 18, 2015

BC, Vancouver, Canada

Acceptance Rates

L@S '15 Paper Acceptance Rate 23 of 90 submissions, 26%;

Overall Acceptance Rate 117 of 440 submissions, 27%

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Deploying multimodal learning analytics models to explore the impact of digital distraction and peer learning on student performance