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1.
Research comparing continuous assessment (e.g. coursework) with examinations generally reveals a student preference for the former. The perceived increased use of continuous assessment periodically captures media attention, with claims of greater numbers of higher degree classifications being awarded. This paper takes a case-study approach to investigate the extent to which different types of assessment allow students to effectively demonstrate and apply their learning. By considering data gathered from second-level, undergraduate students completing 60 point, online psychology modules, this paper investigates assessment effectiveness in terms of student satisfaction, pass rate and level of pass rate. Findings reveal that modules with an end of module assessment (EMA), rather than an examination, have higher completion and pass rates. Whilst students who took a seen examination also performed well, those who completed an unseen examination recorded the lowest overall pass and completion rates, despite high ratings of student satisfaction. Findings are discussed in terms of implications for improved pedagogy and student experience. 相似文献
2.
E. K. Faulconer J. Griffith B. Wood S. Acharyya D. Roberts 《Journal of Science Education and Technology》2018,27(5):404-411
While the equivalence between online and traditional classrooms has been well-researched, very little of this includes college-level introductory Physics. Only one study explored Physics at the whole-class level rather than specific course components such as a single lab or a homework platform. In this work, we compared the failure rate, grade distribution, and withdrawal rates in an introductory undergraduate Physics course across several learning modes including traditional face-to-face instruction, synchronous video instruction, and online classes. Statistically significant differences were found for student failure rates, grade distribution, and withdrawal rates but yielded small effect sizes. Post-hoc pair-wise test was run to determine differences between learning modes. Online students had a significantly lower failure rate than students who took the class via synchronous video classroom. While statistically significant differences were found for grade distributions, the pair-wise comparison yielded no statistically significance differences between learning modes when using the more conservative Bonferroni correction in post-hoc testing. Finally, in this study, student withdrawal rates were lowest for students who took the class in person (in-person classroom and synchronous video classroom) than online. Students that persist in an online introductory Physics class are more likely to achieve an A than in other modes. However, the withdrawal rate is higher from online Physics courses. Further research is warranted to better understand the reasons for higher withdrawal rates in online courses. Finding the root cause to help eliminate differences in student performance across learning modes should remain a high priority for education researchers and the education community as a whole. 相似文献
3.
Stephen J. Pintauro Augusta G. Krahl Paul R. Buzzell Valerie M. Chamberlain 《Journal of Food Science Education》2005,4(4):66-69
ABSTRACT: The effectiveness of, and student attitudes toward, an online Food Safety and Regulation course (WEB) were compared with lecture (LECTURE) and combined lecture/online (COMBINED) courses. All students took identical pre-tests, post-tests, and attitude assessments. No significant differences were detected in pre-test scores. Post-test results for WEB, LECTURE, and COMBINED groups were 65.9±3.02, 67.1±2.62, and 73.5±2.59 (mean±SEM), respectively. After controlling for the pretest, the COMBINED score was significantly higher ( P < 0.05) than the LECTURE and WEB scores. Some student attitude scores in the LECTURE and COMBINED groups were better than the WEB group. The results indicate that students perform as well in the Web-based course as the lecture-based course and that student performance is maximized by combining online and lecture methods. 相似文献
4.
Katherine A. Austin Greta J. Gorsuch William D. Lawson Byron P. Newberry 《Instructional Science》2011,39(6):975-997
The present project embarked on an educational intervention, consisting of a series of online ethics learning modules, to
aid international graduate students in overcoming the acculturation barriers to understanding and inculcating normative ethical
obligations associated with engineering practice and research in the United States. A fundamental initial step in the process
of helping international, as well as domestic, engineering graduate students embrace ethical obligations is to provide clear
instruction on fundamental engineering ethical principles and values relevant in the United States. Most institutes of higher
education do not have a cohesive approach to basic graduate engineering ethics instruction, much less materials that have
been calibrated for international students (National Science Foundation, , 2009). Herein the authors describe our instructional intervention, as well as to document the development, design, and assessment
of the learning modules intended to provide students with a framework for learning ethical precepts and applying them in the
engineering field. Think-Aloud Protocol and Cognitive Task Analysis results were used to improve the content modules and learning
experience. Initial pilot findings indicate that the content modules increased student knowledge acquisition compared to pre-test
performance, indicating a step-forward in the formulation of a useful learning tool for graduate engineering ethics instruction. 相似文献
5.
Fatima E. Terrazas-Arellanes Alejandro J. Gallard M. Lisa A. Strycker 《International Journal of Science Education》2018,40(5):498-518
The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71 teachers across 13 schools in two states indicated that online units effectively deepened science knowledge across all three student groups. Comparing all treatment and control students on pretest-to-posttest improvement on standards-based content-specific assessments, there were statistically significant mean differences (17% improvement treatment vs. 6% control; p?相似文献
6.
A vast body of research has indicated the importance of distinguishing new vs. continuing students’ learning experiences in blended and online environments. Continuing learners may have developed learning and coping mechanisms for ‘surviving’ in such learning environments, while new learners might still need to adjust their learning approaches to the new learning context. In this large-scale replication study, we investigated whether and how the learning satisfaction experiences of 16,670 new vs. 99,976 continuing students were different. Using logistical regression modelling of learner satisfaction scores of 422 undergraduate blended and online modules (including 232 learner and module learning design variables), our findings indicated that new learners indeed differed subtly in their learning and teaching experiences across two consecutive academic years. The minor differences in key drivers between the 2014 and 2015 cohorts also indicate that institutions need to continuously monitor and act upon changing learning needs. 相似文献
7.
Suzanne E. Hizer P. W. Schultz Richard Bray 《Journal of Science Education and Technology》2017,26(1):100-115
Supplemental Instruction (SI) is a well-recognized model of academic assistance with a history of empirical evidence demonstrating increases in student grades and decreases in failure rates across many higher education institutions. However, as college students become more accustomed to learning in online venues, what is not known is whether an SI program offered online could benefit students similarly to SI sessions that occur in face-to-face settings. The in-person (traditional) SI program at California State University San Marcos has demonstrated increases in grades and lower fail rates for courses being supported in science and math. Students enrolled in four biology courses who participated in online SI received increases in academic performance similar to the students in the courses who attended traditional SI. Both the online and traditional SI participating students had higher course grades and lower fail rates as compared to students who did not participate in either form of SI. Self-selection, as measured by past cumulative college grade point average, did not differ between students who attended either form of SI or who did not attend. Student perceptions of online SI were generally positive and appeared to offer an alternative path to receive this valuable academic assistance for some students. Overall, results are promising that the highly effective traditional model can be translated to an online environment. 相似文献
8.
It is difficult to assess the extent to which course evaluations reflect how much students truly learn from a course because valid measures of learning are rarely available. This paper makes use of a unique setting in which students take a common, high-stakes post-test which is centrally graded and serves as the basis for capturing actual student learning. We match these student-specific measures of learning to student-specific course evaluation scores from electronic records and a rich set of student-level covariates, including a pre-test score and other measures of skills prior to entering the course. While small in magnitude, we find a robust positive, and statistically significant, association between our measure of student learning and course evaluations. 相似文献
9.
Despite their rapid growth, online programs routinely face student attrition. How to retain students and help them successfully complete is usually a top priority for online programs. This study investigated persistence factors that contributed to students’ successful completion from one of the largest and most successful online programs in the United States of America. Results show that both personal and program attributes contributed to students’ successful completion of a fully online program. Main individual attributes include interest in or career goals related to technology, time and effort invested, and perceived utility of learning. Main program attributes include relevancy of courses to individual or professional needs, satisfaction with courses and program, and ties between coursework and job promotion. Results of this study have implications in terms of prioritizing different attributes and strategizing resources to improve completion and graduation rates for fully online programs. 相似文献
10.
Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students’ learning experiences in a remedial online mathematics course. With an online survey of 229 college students, we found that student motivation explained a small portion of variance in achievement; whereas student motivation and emotion explained a significant portion of variance in satisfaction. In addition, significant differences in motivation and emotion were found in passing and nonpassing students; however, learning strategies did not influence student achievement and satisfaction. Implications for teaching and learning in self-paced online remedial mathematics courses are discussed. 相似文献
11.
Despite the rapid growth of online learning in higher education, the dropout rates for online courses has reached 50 percent. Lack of student engagement rank as a critical reason for frequent online course dropout. This article discusses autonomy support as a strategy to enhance online students’ intrinsic motivation and engagement. Drawing from current theories and research, three guidelines are offered to provide choices, rationale behind why assignments are designed in particular ways, and flexibility in completing more personally meaningful assignments. Each guideline is accompanied with examples from existing higher education courses. This article is intended for educators and designers of online learning to employ autonomy support strategies to engage students in active participation and successful completion of the course. 相似文献
12.
Charles A. Hughes Kathy L. Ruhl Jean B. Schumaker Donald D. Deshler 《Learning disabilities research & practice》2002,17(1):1-18
Homework is an important activity in the lives of school‐aged children, including students with learning disabilities (LD). Characteristics often associated with LD (e.g., poor organizational skills) may adversely impact the rate and quality of homework completion. In this study, a multiple‐probe across‐students design (Horner & Baer, 1978) was used to evaluate the effects of instruction in a comprehensive, independent assignment completion strategy with regard to homework completion rates and the quality of products completed in response to assignments given in general education classrooms. Eight of nine students mastered use of the strategy, and their homework completion rates and the quality of their homework products improved. Associated with these improvements were increases in quarterly grades and teacher ratings of the quality of the assignments. Thus, direct instruction in a comprehensive strategy comprised of organizational behaviors can result in independent completion of more homework by students with LD. Nevertheless, instruction in organizational skills alone appears insufficient to produce a 100 percent submission rate: student motivation to complete assignments and mastery of the skills required, as well as the appropriateness of assignments for students, need to be addressed. 相似文献
13.
The question of whether students’ school-year learning rates differ by race/ethnicity is important for monitoring educational inequality. Researchers applying different modeling strategies to the same data (the ECLS-K:99) have reached contrasting conclusions on this question. We outline the similarities and differences across three common approaches to estimating gains and heterogeneity in gains: 1) a gain score model (with intercept), 2) a first-difference (FD) model (in some cases equivalent to regression-through-the-origin [RTO] and student fixed effects models), and 3) a student random effects (RE) model. We show via simulation that FD/RTO and RE models produce estimates of learning rates – and group differences in learning rates – with more favorable RMSD compared to the gain score model with intercept. Using data from the ECLS-K:99, we demonstrate that these precision differences lead to contrasting inferences regarding learning rate heterogeneity, and likely explain the inconsistencies across previous studies. 相似文献
14.
Boukje Compen Kristof De Witte Wouter Schelfhout 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):411-425
This study examines whether online teacher professional development (OTPD), in the form of an interactive webinar series that encourages collaborative learning, improves student achievement. We conducted a randomised controlled trial with 1102 students, 45 teachers and 30 secondary schools in Flanders, Belgium. As a basis for the study, we developed a digital learning path aimed at improving student scores on financial literacy–a multidimensional key competence recently integrated into the curriculum. We demonstrate that the learning path improves student learning outcomes and that enhanced teacher involvement in this programme does not increase learning outcomes unless the teachers participate in the OTPD initiative. Teacher engagement in the webinar series generated student learning outcomes 0.39 standard deviations higher than those of students whose teachers did not receive this intervention, thus, confirming the effectiveness of the OTPD initiative. This effect was found immediately after programme implementation, and it persisted until at least 6 weeks later. As an underlying mechanism, we observe that engagement in the webinar series enhances teachers' self-efficacy. Classroom observations suggest that engagement increases the frequency of providing students with content-related help. 相似文献
15.
Tim Tirrell 《Community College Journal of Research & Practice》2013,37(8):580-590
As online enrollments escalate, so does concern about student attrition rates. There is an abundance of literature addressing student success in online courses, particularly using constructivist learning theories to create engaging learning experiences. Also emerging from the literature is the Seven principles of good instructional practice by Checkering and Gamson as an accepted rubric for evaluating effective online instruction. This study focused on whether the use of instructional strategies as measured by the seven principles had an effect on student attrition rates in online courses. Full and part-time faculty at three community colleges in Virginia who taught online course(s) in the last three semesters completed an online survey to determine the extent to which they used instructional strategies reflecting the constructivist-based seven principles in their online courses. Scores from the survey were then compared to the attrition rates in their courses. Results indicated both groups strongly used instructional strategies reflecting the seven principles of good practice in their online courses with full-time faculty scores ranging a bit higher. When the results for the principles were examined individually rather than as a set, both groups scored lower on principles reflecting innovative instructional strategies. No relation between the extent to which faculty reported using those instructional strategies and student success as measured by attrition rates were found. However, a moderate relation was found with the third principle, “encourage active learning.” This indicated that faculty who made strides toward actively engaging students found some success in reducing student attrition. 相似文献
16.
Importance of online learning has become more critical with the advent of a global pandemic. Effective online learning requires design characteristics that support learning that crosses traditional disciplinary boundaries. The example of educational delivery of food safety encompasses multiple disciplines to prepare students for real‐world situations, practical problem‐solving, and to be “future proof” as food safety becomes more quantitative. This study explicates how six simulation‐based learning modules were evaluated, two each in microbiological growth/inactivation, food process dynamics with microbiological growth/inactivation, and risk assessment. Each group of three modules was targeted to the students in undergraduate food science and engineering programs. Altogether, the 6 modules were implemented and assessed in 17 courses at 14 universities over 5 years. The effectiveness of the module‐based approach was sustained across subject matter (microbiology, process, and risk), disciplines (food science and engineering), and their implementations. Students’ and instructors’ survey responses indicated the modules’ value in real‐world and practical problem‐solving ability. Instructors were also motivated to implement the modules as they saw the potential for improvement in student understanding, how modules reinforced course learning outcomes, the quality of support provided with modules, and their ability to replace existing course assessment without adding work for the instructor or the students. This self‐learning, module‐based approach to introduce interdisciplinary content employed has proven successful. The template for making these modules is described in sufficient detail so future modules can be built for a wide variety of subject matter beyond food safety. 相似文献
17.
The BIO2010 report provided a compelling argument for the need to create learning experiences for undergraduate biology students that are more authentic to modern science. The report acknowledged the need for research that could help practitioners successfully create and reform biology curricula with this goal in mind. Our objective in this article was to explore how a set of six design heuristics could be used to evaluate the potential of curricula to support productive learning experiences for science students. We drew on data collected during a long-term study of an undergraduate traineeship that introduced students to mathematical modeling in the context of modern biological problems. We present illustrative examples from this curriculum that highlight the ways in which three heuristics—instructor role-modeling, holding students to scientific norms, and providing students with opportunities to practice these norms—consistently supported learning across the curriculum. We present a more detailed comparison of two different curricular modules and explain how differences in student authority, problem structure, and access to resources contributed to differences in productive engagement by students in these modules. We hope that our analysis will help practitioners think in more concrete terms about how to achieve the goals set forth by BIO2010. 相似文献
18.
Charlotte S. Lang Gwetheldene Holzmann Hallett Hullinger Mary Lou Miller Timothy D. Norton 《Christian Higher Education》2019,18(3):177-187
This study investigated how an authentic assessment program was used to examine student learning outcomes within the context of a Christian university’s institutional mission, core values, and distinctive qualities. For the purposes of this study, an authentic assessment program is defined as assessing student-produced work within the context of the institutional mission. A sample of 1,814 undergraduate students taking one or more general education courses at the university during the 2007–2009 academic years was examined for any significant differences in student learning outcomes. A univariate analysis of covariance (ANCOVA) indicated the Student Assessment System (SAS) scores for the online students were not significantly different from the SAS scores for the face-to-face (F2F) students after controlling for course grade. These results suggest that online students achieved the same critical mission-related educational outcomes that the university required of its F2F students. An implication of this finding is that the university just as effectively articulated its faith-based mission and vision to the online students as it did to its students taking classes F2F. 相似文献
19.
Colleges are experimenting with integrating technology into the classroom to improve student learning and reduce costs. While fully online models appear to have negative effects on student learning compared to in-person instruction, there is less evidence about models that blend elements of online and in-person instruction. In this study, I estimate the effect of adopting a blended approach to teaching called the emporium model in which students complete online work in an on-campus lab with instructors onsite to assist. Using a triple difference identification strategy, I find that using the emporium model compared to traditional instruction in remedial math courses in a state community college system reduces course pass rates, retention, and degree attainment. Effects were generally consistent across all three levels of remediation, suggesting there was little variation by students’ incoming placement test score. 相似文献
20.
This study compares student perceptions, learning behaviours and success in online and face-to-face versions of a Principles of Microeconomics course. It follows a Scholarship of Teaching and Learning (SoTL) approach by using a cycle of empirical analysis, reflection and action to improve the learning experience for students. The online course design involves 58 interactive narrated online modules, interactive online quizzes and biweekly online meetings with the instructor via video and voice-over-IP technology. Findings indicate that schedule flexibility motivates students to choose the online course format. Students in both learning environments felt they had high-quality communication with the instructor, while online students indicated limited peer-to-peer communication. Online students report studying more at home than face-to-face students, but not enough to compensate for the time face-to-face students spend in class. Reflecting on the findings, the authors suggest actions to improve the online course experience. 相似文献