Search results for author:"Ross K. Galloway"
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Physical Review Physics Education Research Vol. 12, No. 1 (2016) pp. 10140–1
Interactive engagement activities are increasingly common in undergraduate physics teaching. As research efforts move beyond simply showing that interactive engagement pedagogies work towards developing an understanding of "how" they lead...
Teaching in Higher Education Vol. 23, No. 7 (2018) pp. 818–834
In this paper we develop knowledge of the discourse that takes place between teacher and students in two large undergraduate classes which use a flipped, active learning approach. In flipped classes students encounter the content through pre-class...
Learning from Peer Feedback on Student-Generated Multiple Choice Questions: Views of Introductory Physics Students
Physical Review Physics Education Research Vol. 14, No. 1 (2018) pp. 10119–1
PeerWise is an online application where students are encouraged to generate a bank of multiple choice questions for their classmates to answer. After answering a question, students can provide feedback to the question author about the quality of the ...
Physical Review Special Topics - Physics Education Research Vol. 10, No. 2 (2014) pp. 20107–1
Peer Instruction (PI) is an evidence based pedagogy commonly used in undergraduate physics instruction. When asked questions designed to test conceptual understanding, it has been observed that the proportion of students choosing the correct answer...
Judy Hardy; Simon P. Bates; Morag M. Casey; Kyle W. Galloway; Ross K. Galloway; Alison E. Kay; Peter Kirsop; Heather A. McQueen
International Journal of Science Education Vol. 36, No. 13 (2014) pp. 2180–2194
The relationship between students' use of PeerWise, an online tool that facilitates peer learning through student-generated content in the form of multiple-choice questions (MCQs), and achievement, as measured by their performance in the end-of-...