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Enhancing Education through Peer-to-Peer Learning: The KUREKA Experience at Korea University

This research explores the effectiveness of student-generated Open Educational Resources (OER) through the KUREKA program at Korea University. Established to enhance learning by facilitating collaboration, KUREKA supports student participation in producing and sharing educational content. The study utilizes surveys to assess its impact across cognitive, affective, and miscellaneous domains. Results indicate significant improvements in cognitive skills and student engagement, highlighting the value of peer-based learning and the effectiveness of student-created OER in academic environments.

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Enhancing Education through Peer-to-Peer Learning: The KUREKA Experience at Korea University

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  1. AROOC 2012 KUREKA at Open KU Enhancing Education through Peer-to-peer Learning Hikyoung Lee & Minja Kim Center for Teaching and Learning Korea University

  2. KoreaUniversity Located inSouth Korea

  3. Established in 1905 2campuses 22colleges 3,798faculty 37,099undergrad students 10,046graduate students (As of 2012)

  4. Research purpose To explore the possibility of utilizing student-generated OER creation as a learning method

  5. KUREKA • Korea University(KU) + eureka • A program supporting students to generate and share OER • Progress - Phase 1: late-2011 to mid-2012 - Phase 2: late-2012 to present • 6 mini courses, 30 learning strategy videos

  6. Based on the concepts of ‘learning by teaching’and learning by UCC creation, KUREKA houses open educational content which supports the ‘learning by teaching’ conceptand one particular form of UCC.

  7. Research Design • Cognitive • Affective • Miscellaneous • Survey conducted to determine influence of KUREKA in three domains • Subjects: students participating in KUREKA production in phase I

  8. Results - General • Respondents: 12 • Various majors • How did the respondents produce OER? • 83% by collaboration • Tasks divided in a group • Half involved in more than one task • 80% participated as a planner

  9. Results – Cognitive Domain (1/2) 3.61 out of 5 agreed that their cognitive skills had improved after KUREKA production

  10. Results – Cognitive Domain (2/2)

  11. Results – Affective Domain 3.91 out of 5 agreed that KUREKA production enhanced their affective domain

  12. Results – Miscellaneous (1/2) 21st Century Skills

  13. Results – Miscellaneous (2/2) Awareness of

  14. Conclusions • KUREKA production influences learning in cognitive, affective, and other domains • Among the subcategories of all domains, remembering (4.15) and evaluation (3.41) was most strongly influenced by KUREKA production

  15. Recommendationsfor future study • Analyzing more subjects for research data • Examining the influence of openness of student-generated OER on education • Exploring the correlation of students’ roles and gains

  16. Thank youขอบคุณ Korea University Center for Teaching and Learning http://ctl.korea.ac.kr/english | http://open.korea.ac.kr Licensed by Creative Commons (BY-NC-ND)

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