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Interface and Interaction Design for an Online, Asynchronous Peer Instruction Tool

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Title: Interface and Interaction Design for an Online, Asynchronous Peer Instruction Tool
Language: English
Authors: Englund, L. (ORCID 0000-0002-5439-1903), Moosvi, F., Roll, I. (ORCID 0000-0001-7295-9059)
Source: Interactive Learning Environments. 2023 31(5):2809-2829.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Instructional Design, Peer Teaching, Computer Mediated Communication, Asynchronous Communication, Student Experience, Usability, Educational Technology, Learner Engagement, College Freshmen, MOOCs, Physics
DOI: 10.1080/10494820.2021.1910849
ISSN: 1049-4820
1744-5191
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1394707
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Englund%2C+L%2E%22">Englund, L.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5439-1903">0000-0002-5439-1903</externalLink>)<br /><searchLink fieldCode="AR" term="%22Moosvi%2C+F%2E%22">Moosvi, F.</searchLink><br /><searchLink fieldCode="AR" term="%22Roll%2C+I%2E%22">Roll, I.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7295-9059">0000-0001-7295-9059</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Interactive+Learning+Environments%22"><i>Interactive Learning Environments</i></searchLink>. 2023 31(5):2809-2829.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 1049-4820<br />1744-5191
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  Data: 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.
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      – SubjectFull: Peer Teaching
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      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: Asynchronous Communication
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      – SubjectFull: Student Experience
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      – SubjectFull: Usability
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      – SubjectFull: College Freshmen
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      – SubjectFull: MOOCs
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      – TitleFull: Interface and Interaction Design for an Online, Asynchronous Peer Instruction Tool
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