Abstract:

This research has developed a framework to integrate Perusall into teaching and learning for students at undergraduate level. We adopted Perusall for our students at first year and final year of undergraduate studies for two business courses. Students were asked to use Perusall to read, make comments, and ask questions. These Perusall activities were automatedly assessed by Perusall itself. Some students enjoyed the dialogue approach with their peers, but some of the others do not appear to have engaged in the activity, even though these were part of their summative assessments.

We conducted survey and focus groups to try to explore the influencing factors of their Perusall engagement and established a framework based upon students’ responses as well as reflections from tutors. Results showed Perusall assessment has positive impact on students’ motivation to study. Moreover, influencing factors of Perusall engagement are also evaluated, such as preparation time, deadline dates, type of material uploaded, difficulty level, Perusall automated marking criteria setting, peer engagement, etc. Furthermore, our Perusall integration framework includes step by step information of how to prepare, establish, monitor, and evaluate Perusall activities.

Keywords:

Collaborative Learning, Conversational, Engagement, Perusall, Social Belonging.