3. References

Casey, M. M, Bates, S. P, Galloway, K. W., Galloway, R. K., Hardy, J., Kay, A.E, Kirsop, P. and McQueen, H. A. (2014). Scaffolding student engagement via online peer learning Eur. J. Phys. 35 045002 https://www.era.lib.ed.ac.uk/handle/1842/22840?show=full

Hardy, J., Bates, S.P., Casey, M.M., Galloway, K.W., Galloway, R.K., Kay, A.E., Kirsop, P. and McQueen, H.A.  (2014). Student-Generated Content: Enhancing learning through sharing multiple-choice questions Int. J. Sci. Educ. 1–15

How To Use User-Generated Content


Murray, D., McGill, T., Thompson, N., & Toohey, D. (2017). Can learners become teachers? Evaluating the merits of student generated content and peer assessment. Issues in Informing Science and Information Technology Education, 14, 21-33. Retrieved from http://www.informingscience.org/Publications/3698

Snowball J. D. & McKenna S. (2017). Student-generated content: an approach to harnessing the power of diversity in higher education. Teaching in Higher Education Vol. 22 , Iss. 5,

The Power of Student Generated Content