Online Study Groups: Reciprocal Peer Questioning versus Mnemonic Devices

Autor/in	Johnson, Genevieve Marie
Titel	Online Study Groups: Reciprocal Peer Questioning versus Mnemonic Devices
Quelle	In: Journal of Educational Computing Research, 35 (2006) 1, S.83-96 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Teaching Methods; Rating Scales; Mnemonics; Educational Psychology; Cooperative Learning; Study Habits; Computer Mediated Communication; College Students; Discussion (Teaching Technique); Web Sites; Internet; Questioning Techniques; Peer Groups; Grades (Scholastic); Academic Achievement; Student Attitudes; Group Discussion + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Rating-Skala; Mnemotechnik; Erziehungspsychologie; Pädagogische Psychologie; Kooperatives Lernen; Study behavior; Study behaviour; Studienverhalten; Computerkonferenz; Collegestudent; Web-Design; Befragungstechnik; Fragetechnik; Gleichaltrigengruppe; Peer Group; Notenspiegel; Schulleistung; Schülerverhalten; Gruppendiskussion
Abstract	One hundred sixty students in an educational psychology course used WebCT Discussions to satisfy one of two study group conditions, reciprocal peer questioning or mnemonic devices. Students made postings according to their assigned study strategy in order to facilitate the learning of their group. At the end of the academic term, student permission was obtained to use three types of data for purposes of the investigation: 1) course grades; 2) WebCT records; and 3) rating scale responses that assessed personal evaluation of the virtual study groups. There were no differences between the two study conditions in terms of academic achievement. However, students in the reciprocal peer questioning condition made more postings and read more articles than students in the mnemonics group. Correspondingly, students in the reciprocal peer questioning group reported higher levels of satisfaction with the virtual study experience. (Contains 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10