An Explorative Case-Study of the use of PeerWise to Foster Student Centred, and Peer Supported, Learning in a First-Year Business Module

Abstract

Peer based learning is not a new concept in business studies in higher education; however, the integration of technology enabled and asynchronous peer learning has limited reported use and even less evidence based evaluation. In this explorative case study, the online tool PeerWise was used to scaffold and support an asynchronous peer-learning environment for a group of 212 first year business studies students. Students were required to create, answer and rate multiple choice questions on topics aligned to their curriculum within the peer constructed PeerWise question database. While there was no statistically significant correlation between PeerWise engagement and final module exam performance, conversely, considerable positive changes in student motivation, self-understanding and reflective learning were observed, informed by thematic analysis. With these key findings in mind, a set of themed recommendations for practice are offered to support staff seeking to integrate PeerWise, or technology enhanced peer learning more generally, into their teaching and learning practice