Teach ourselves: A peer-to-peer learning community linking in- and out-of-class activity

Carole R. Beal, Jane Strohm, Lauren Schwindy, Paul R Cohen

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Teach Ourselves is an online collaborative learning environment designed to engage middle school students with math and science through the inclusion of peer-to-peer activities and gamelike components. Students learn from and teach each other as they solve and create math and science word problems, and earn points and badges. An exploratory study with 132 students in six classrooms indicated that much of the activity occurred during out-of-school hours, suggesting that the social elements helped to attract students to continue the activity outside of the formal classroom setting. Qualitative feedback from students and teachers was strongly positive.

Original languageEnglish (US)
Article numberA2
Pages (from-to)13-16
Number of pages4
JournalBulletin of the Technical Committee on Learning Technology
Volume15
Issue number1
StatePublished - 2013

Fingerprint

Students
learning
community
student
classroom
science
learning environment
inclusion
Feedback
teacher
school

Keywords

  • Collaborative learning
  • Computer-assisted instruction
  • Informal education
  • Serious games

ASJC Scopus subject areas

  • Computer Science Applications
  • Education

Cite this

Teach ourselves : A peer-to-peer learning community linking in- and out-of-class activity. / Beal, Carole R.; Strohm, Jane; Schwindy, Lauren; Cohen, Paul R.

In: Bulletin of the Technical Committee on Learning Technology, Vol. 15, No. 1, A2, 2013, p. 13-16.

Research output: Contribution to journalArticle

@article{1caf9c0ad99946f293fe8633b2f78144,
title = "Teach ourselves: A peer-to-peer learning community linking in- and out-of-class activity",
abstract = "Teach Ourselves is an online collaborative learning environment designed to engage middle school students with math and science through the inclusion of peer-to-peer activities and gamelike components. Students learn from and teach each other as they solve and create math and science word problems, and earn points and badges. An exploratory study with 132 students in six classrooms indicated that much of the activity occurred during out-of-school hours, suggesting that the social elements helped to attract students to continue the activity outside of the formal classroom setting. Qualitative feedback from students and teachers was strongly positive.",
keywords = "Collaborative learning, Computer-assisted instruction, Informal education, Serious games",
author = "Beal, {Carole R.} and Jane Strohm and Lauren Schwindy and Cohen, {Paul R}",
year = "2013",
language = "English (US)",
volume = "15",
pages = "13--16",
journal = "Bulletin of the Technical Committee on Learning Technology",
issn = "2306-0212",
publisher = "IEEE Technical Committee on Learning Technology",
number = "1",

}

TY - JOUR

T1 - Teach ourselves

T2 - A peer-to-peer learning community linking in- and out-of-class activity

AU - Beal, Carole R.

AU - Strohm, Jane

AU - Schwindy, Lauren

AU - Cohen, Paul R

PY - 2013

Y1 - 2013

N2 - Teach Ourselves is an online collaborative learning environment designed to engage middle school students with math and science through the inclusion of peer-to-peer activities and gamelike components. Students learn from and teach each other as they solve and create math and science word problems, and earn points and badges. An exploratory study with 132 students in six classrooms indicated that much of the activity occurred during out-of-school hours, suggesting that the social elements helped to attract students to continue the activity outside of the formal classroom setting. Qualitative feedback from students and teachers was strongly positive.

AB - Teach Ourselves is an online collaborative learning environment designed to engage middle school students with math and science through the inclusion of peer-to-peer activities and gamelike components. Students learn from and teach each other as they solve and create math and science word problems, and earn points and badges. An exploratory study with 132 students in six classrooms indicated that much of the activity occurred during out-of-school hours, suggesting that the social elements helped to attract students to continue the activity outside of the formal classroom setting. Qualitative feedback from students and teachers was strongly positive.

KW - Collaborative learning

KW - Computer-assisted instruction

KW - Informal education

KW - Serious games

UR - http://www.scopus.com/inward/record.url?scp=84899013379&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84899013379&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:84899013379

VL - 15

SP - 13

EP - 16

JO - Bulletin of the Technical Committee on Learning Technology

JF - Bulletin of the Technical Committee on Learning Technology

SN - 2306-0212

IS - 1

M1 - A2

ER -