[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588747-105":59,"doc-detail-588747-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","asynchronous-peer-to-peer-learning-putting-student-projects-to-work-in-future-classes","Asynchronous Peer-to-Peer Learning: Putting Student Projects to Work in Future Classes","","For instructors considering flipped or partially flipped courses, the paper investigates how student-produced custom video lectures can support asynchronous peer-to-peer learning while generating reusable course materials. The study analyzes pre- and post-video presentation quiz scores across Construction Estimating courses over four semesters, showing statistically significant quiz gains for most student video projects. Findings indicate promise for student-generated videos and summarize lessons from implementation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/asynchronous-peer-to-peer-learning-putting-student-projects-to-work-in-future-classes/588747/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/asynchronous-peer-to-peer-learning-putting-student-projects-to-work-in-future-classes/588747.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address for instructors?","Question",{"text":112,"@type":113},"It addresses the challenge of creating custom video lecture content for flipped or partially flipped courses by using students’ term-project video work.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was student learning measured in the study?",{"text":117,"@type":113},"The study compared pre- and post-video presentation quiz scores to assess changes in student performance.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper conclude about student-produced asynchronous videos?",{"text":121,"@type":113},"Student-produced videos show promise as course content, especially for instructors aiming to flip or partially flip their courses, supported by statistically significant quiz improvements for most projects.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588747,1792167629,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSPRING 2018  \nAsynchronous Peer-to-Peer Learning: Putting Student Projects to Work in Future Classes  \nKIMBERLY G. TALLEY  \nAND  \nSHAUNNA SMITH Texas State University San Marcos, TX  \nABSTRACT  \nFor instructors interested in flipping their courses or using in-class video introductions to new topics, the development of custom video lecture content can be a daunting task. Having students create videos as a term project creates the potential opportunity to engage students in peer-topeer learning via videos while also generating course content that could help flip a course overtime. In addition to aiding the instructor in course content generation, the project helps the student creators learn the video content, as indicated by the literature. This paper explores the effectiveness of resulting asynchronous peer-to-peer video content at facilitating student learning amongst the students enrolled in a Construction Estimating course from four semesters of implementation. Preand post-video presentation quiz scores were analyzed to verify an overall statistically significant increase in student quiz performance for the majority of the video projects whether used in class to introduce a new topic during the semester or during the end-of-semester presentation day for new projects. Thus, this study shows the promise of student-produced videos as course content, especially for those instructors seeking to flip or partially flip their course. Additionally, the paper presents some lessons learned from the implementation of a video project to produce course content.  \nKey words: Peer Instruction; Streaming Video; Flipped Classroom  \nINTRODUCTION  \nThe trend of inverted or “flipped” classrooms is an option for some instructors wishing to spend less class time lecturing and more class time with hands-on or interactive problem-solving activities.  \nSPRING 2018 1  \nADVANCES IN ENGINEERING EDUCATION  \nAsynchronous Peer-to-Peer Learning: Putting Student Projects to Work in Future Classes  \nThis approach involves students first gaining exposure to course topics outside of the class (e. g. , asynchronous video lecture, practice example problems) and, subsequently, allows time inside of the class for hands-on activities, collaborative problem-solving, interactive discussion, and most importantly allows the instructor to work example problems, answer questions, address misconceptions and/or introduce real world applications (Strayer, 2012; Davies et al. , 2013; Herreid & Schiller, 2013; Wilson, 2013; Bishop & Verleger, 2013) .  \nOne of the authors of this paper was interested in flipping one of their courses and conceived of this study as a way to examine the effectiveness of using student-produced videos to generate the video content needed to eventually flip or partially flip the course. As such, this paper reviews the literature of peer-to-peer learning, learning from creation and consumption of videos, and learning in flipped classrooms, before describing the methodology used to explore peer-to-peer video content that was generated as a term project in which students create videos on course content and develop questions to engage students in asynchronous learning. During this study, video projects from previous semesters were used as introductions to lecture topics at the start of lecture periods. In addition to aiding the instructor in course content generation, the project helps the student creators learn the video content, as indicated by the literature (Forehand, 2005; Allegra, et al. , 2001; Beard, 2012; Hammond & Lee, 2009; Ferreri & O’Connor, 2013) . This paper further describes the students’ video products and examines the effectiveness of asynchronous peer-to-peer video content on student learning as measured through pre-and post-video quizzes. As this paper would be of most interest to other instructors seeking ","cbCaimwYI26WTM1q","https://ap.wps.com/l/cbCaimwYI26WTM1q","pdf",3592412,25,"English","# Introduction\n# Background\n## Peer-to-Peer Learning\n# Abstract\n# Methods and Results\n## Quiz score analysis\n# Lessons Learned","[{\"question\":\"What problem does the paper address for instructors?\",\"answer\":\"It addresses the challenge of creating custom video lecture content for flipped or partially flipped courses by using students’ term-project video work.\"},{\"question\":\"How was student learning measured in the study?\",\"answer\":\"The study compared pre- and post-video presentation quiz scores to assess changes in student performance.\"},{\"question\":\"What does the paper conclude about student-produced asynchronous videos?\",\"answer\":\"Student-produced videos show promise as course content, especially for instructors aiming to flip or partially flip their courses, supported by statistically significant quiz improvements for most projects.\"}]","Asynchronous Peer-to-Peer Learning: Putting Student Projects to Work in Future Classes | PDF",1792065856,63]