Linking Prior Knowledge and Lecture Content through Preparatory Posting Boards: The Role of Peer Engagement

Abstract

This study examined the educational effects of introducing a preparatory posting board (PPB) within a university learning management system. The research focused on post-lecture reflection quality through one-minute paper analyses, specifically examining how activating and externalizing prior knowledge through pre-lecture postings influences students’ understanding of lecture content. Study 1 assigned 286 university students enrolled in on-demand lectures to either a full condition, where the PPB was available from the beginning, or a delayed condition, where it was introduced later. Results showed that students in the full condition engaged in high-quality reflection from the outset, integrating prior knowledge with newly acquired lecture content. In the delayed condition, a level of integrative reflection comparable to that of the full condition was attained following the introduction of the PPB. Study 2 replicated this pattern, but with 141 students attending face-to-face lectures. Both studies found little spontaneous inference or elaboration beyond lecture content. Building upon Study 2, Study 3 explored whether providing opportunities for students to share opinions during face-to-face lecture preparation (beyond the PPB) was associated with enhanced reflection and spontaneous reasoning. Specifically, 234 students were assigned to preparation-only (no peer discussion) or preparation–discussion (five-minute peer discussion) conditions while attending face-to-face lectures. Results found that higher-order reflection improved significantly in the preparation–discussion condition. Collectively, these findings suggest that while externalizing prior knowledge during preparation facilitates integrative understanding, learning environments that encourage comparative thinking and actively engaging with peers’ perspectives are essential for fostering spontaneous reasoning in post-lecture reflections.