Why do people use information technology?: a critical review of the technology acceptance model
Information and Management
On-line question-posing and peer-assessment as means for web-based knowledge sharing in learning
International Journal of Human-Computer Studies
Journal of Management Information Systems
A meta-analysis of the technology acceptance model
Information and Management
PeerWise: students sharing their multiple choice questions
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
Proceedings of the 2005 conference on Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences: Sharing Good Practices of Research, Experimentation and Innovation
Development and Validation of an Animation-Based Test in the Area of Earth Sciences
Proceedings of the 2006 conference on Learning by Effective Utilization of Technologies: Facilitating Intercultural Understanding
Multiple peer-assessment modes to augment online student question-generation processes
Computers & Education
Supporting student-generated free-response questions
Proceedings of the 16th annual joint conference on Innovation and technology in computer science education
The impact of question generation activities on performance
Proceedings of the 43rd ACM technical symposium on Computer Science Education
Interactivity as self-expression: a field experiment with customization and blogging
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Activities, affordances and attitude: how student-generated questions assist learning
Proceedings of the 17th ACM annual conference on Innovation and technology in computer science education
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Despite the fact that the benefits of student question generation are well documented, most students do not take part in question generation exercises during their formal schooling and are not accustomed to authoring questions. Under the premise that student question generation activities should be better supported in a timely, flexible and logistically feasible fashion, a customizable online learning environment that accentuates various scaffolding techniques has been designed and developed. The framework guiding the development of the system, and its associated designs, are described. To assess the various built-in scaffolds used to support students' learning activities by means of question generation, a study was undertaken to that measured students' perceived usefulness of each mechanism, as well as the effects of the perceived usefulness of the scaffolds on students' attitudes toward question generation learning activities in general. The data collected indicated that, by utilizing computers and network technologies, the developed system provided a supportive learning environment for student's question generation learning activities. Support features not yet included in other similar systems (including access to generic question stems with sample questions, access to model questions, two-way cyclic communication between authors of question and assessors, and the ability to conceal one's real identity by anonymity or nickname, etc.), were confirmed to provide a high level of support. Recommendations for classroom implementations and future studies are offered.