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Beyond “Remember” and “Understand”: Can Online Homework Tools Augment Students’ Higher Order Thinking Skills?

By Crystal Carlson, Genevieve M. Henricks-Lepp and Sarah Grison

Abstract

We studied the effectiveness of an Introductory Psychology online homework tool with questions that required lower or higher level thinking skills (Remember, Understand, Apply, Analyze, Evaluate). Interestingly, results suggested that both student performance and attitudes are influenced by question level and question type (Matching, Multiple Choice, Drag and Drop, etc.)

Topics: Cognitive Psychology, Educational Assessment, Evaluation, and Research, Educational Methods, Scholarship of Teaching and Learning
Publisher: SPARK: Scholarship at Parkland
Year: 2013
OAI identifier: oai:spark.parkland.edu:psych_fac-1001

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