WebCT Quizzes Alt Uses

Information about WebCT Quizzes Alt Uses

Published on December 6, 2007

Author: Cuthbert

Source: authorstream.com

Content

WebCT Quizzes:  WebCT Quizzes Some Alternative Uses Alternative Uses of WebCT Quizzes:  Alternative Uses of WebCT Quizzes Online ‘workbook’ Mechanism to conduct an ‘automated’ ‘discussion’ 1. Quiz as ‘Workbook’:  1. Quiz as ‘Workbook’ Replace final exam with online ‘quizzes’ ‘Quizzes’: a ‘workbook’, not a ‘test’ Time allowance, flexibility in schedule Text, online materials, etc. as resources when completing ‘quizzes’ Advantages:  Advantages Encourages regular weekly work Rewards ‘study’ with marks ‘Ability to find information when required’ vs. ‘memorizing’ Greater exploration and in-depth understanding (e.g., via application of knowledge) Relieves std. anxiety about exams No lecturer marking required (in theory!) (Advantages, cont.):  (Advantages, cont.) Avoids problems: network, modem, PC crashes, etc. Late enrolments, can’t get study materials on time, etc.: can catch up Immediate feedback on performance (in theory) Value of feedback to individual std. response to a question, plus feedback to each question as a whole ‘Quiz’ questions can be used to teach Disadvantages:  Disadvantages Stds. can ‘cheat’ Does not require ‘memorization’: for some purposes ‘having the knowledge in your head’ is important—online quizzes of this sort do not develop this skill Requires more regular participation throughout the term: some prefer to ‘swat’ (?) (Disadvantages, con’t.):  (Disadvantages, con’t.) WebCT/e.rolment/network, etc. gremlins Time to explain system Std. concern about ‘cheating’ Total time to complete quizzes Student Feedback: GEOG 11023:  Student Feedback: GEOG 11023 Feedback Survey 1 (Weeks 3-7, Autumn 2002) 24 std. responses (Internal stds. only) Main summary (see handout): About 88% prefer the online quizzes; only 8% preferred an exam (Feedback Survey 1, con’t.):  (Feedback Survey 1, con’t.) 67% ‘studied more and/or more effectively for the quizzes than they would have to date for a final exam’ 17% ‘studied less and/or less effectively’ (compared with studying for a final exam) Written comments: a general re-affirmation of preferences for the quizzes Feedback Survey 2 (Weeks 10-EP):  Feedback Survey 2 (Weeks 10-EP) 29 std. responses 86% prefer online quizzes; 7% prefer exam 66% studied more and/or more effectively with the quizzes; 10% less Written comments similar to Feedback Survey 1 Student Feedback: GEOG 11024:  Student Feedback: GEOG 11024 Feedback Survey 1 (Weeks 3-6, Winter 2002) 67 responses (all modes) 94% preferred quizzes; 4% exam 79% studied more/more effectively with the quizzes; 7% less Written comments: endorse educational values of online quizzes [NB: higher ave. marks on Quiz 1 than for GEOG 11023 Quiz 1] Summary: Quizzes as ‘Workbook’:  Summary: Quizzes as ‘Workbook’ Popular Feedback confirms educational goals of ‘workbook’ approach Frees lecturer from tyranny of exam system Despite some tech. glitches works fairly well Lecturer time for quiz preparation, maintenance, monitoring, etc. 2. ‘Automated’ ‘Discussion’:  2. ‘Automated’ ‘Discussion’ Explanation of activity Present a topic or an issue Pose a question Series of quizzes, all but first triggered by a particular response to a question Responses lead to diverse sets of ‘discussion’ and further responses Last quiz ties together ‘discussion’, seeks std. feedback and awards a mark ‘Discussion’:  ‘Discussion’ Statement Question Student response Feedback to student response (Repeat 1-4.....) Conclusion Student feedback Reward participation Advantages:  Advantages Do activity at time of std. choice ‘Shy’ or reticent students participate Student consideration of topic and making a choice Rewards participation: does not require lecturer marking Disadvantages:  Disadvantages ‘Discussion’ contrived Response options limited Preparation time/skill ‘Ungraded’ quizzes (WebCT tech. problem) upset flow of ‘discussion’ Outcomes: Std. Participation:  Outcomes: Std. Participation ~40% of ‘active’ stds. completed activity ~67% of stds. who completed the 1st quiz completed the 4th Student Feedback:  Student Feedback Did you generally feel this activity was worthwhile? N = 34 Definitely yes, and I'd like to see more approaches to 'interactive' activities incorporated into the online course material. 25 (74%) It was 'OK', but I don't think it's particularly useful to develop more activities using an approach that is similar to what was used for this one (a series of response-triggered 'quizzes'). 5 (15%) Std. Feedback, con’t.:  Std. Feedback, con’t. I don't have any particular preference about continuing or discarding this activity. 2 (6%) I didn't find the activity to be very worthwhile, and suggest it shouldn't be continued (at least in its current form as a series of response-triggered 'quizzes'). 2 (6%) I didn't like doing this 'activity' at all, and felt I learned little or nothing from it. It should be dropped from the website, and you shouldn't try to develop anything along similar lines (i.e., as response-triggered 'quizzes'). 0 (0%) Outcomes by Enrolment Mode:  Outcomes by Enrolment Mode Int. & Flex. stds.’ participation rates same Int. & Flex. stds.’ evaluations same Alternatives to M/C ‘Discussion’:  Alternatives to M/C ‘Discussion’ Replace one or more M/C Q’s with open-ended short answer (can be automatically marked), or ‘essay’ (requires instructor marking) alternatives Use quizzes to illustrate std. views on issues (as a series of survey questions) ‘Delphi’ method Socratic method ‘Programmed learning’ Summary: ‘Automated Discussion’:  Summary: ‘Automated Discussion’ Designed for Flex. stds. but equally done by both Int. & Flex.--though minority of both Feedback: generally positive (‘want more’); may indicate general std. desire for interactive online materials Lecturer’s view: won’t produce more of this sort, but will consider additional optional interactive activities for inclusion in course (as a low priority item for future development of the course)

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