Concurrent and Retrospective Metacognitive Judgements as Feedback in Audience Response Systems: Impact on Performance and Self-Assessment Accuracy

Asking questions in classrooms can produce metacognitive judgements in students about their confidence in being able to answer correctly. In audience response systems (ARSs), these judgements can be elicited and used as additional feedback metrics. This study (n = 79) explores how online concurrent item-by-item judgments (OCJ) and retrospective composite judgments of performance accuracy (RJPA) can enhance students’ performance and self-assessing accuracy (i.e., calibration – as measured by sensitivity, specificity, and absolute accuracy index). In each of eight weeks, the students answered a multiple-choice quiz and had to denote their level of confidence that their answers were correct (OCJ) and estimate their final score (RJPA). The quizzes followed the voting/revoting paradigm according to which students answer all the quiz questions, receive feedback, and answer the same questions again before the correct answers are shown. The students were randomly grouped into two conditions based on the feedback they received in the ARS: the OCJ group (n = 41) received the percentage distribution and peers’ OCJs as feedback metrics, while the RJPA group (n = 38) received the percentage distribution and peers’ RJPAs. Data analysis showed a systemic underconfidence that affected students’ OCJ judgments. As a result, students in the RJPA group scored significantly higher than the ones in the OCJ one, were more accurate in self-assessing in the revoting phase, and felt overall more confident in the revoting phase. The study also discusses the relationship between the two judgments employed and the calibration variability between the two study phases

Case study - improving teaching and learning effectiveness of computer science courses

This paper summarizes our experience teaching several courses at Metropolitan College of Boston University Computer Science department over five years. A number of innovative teaching techniques are presented in this paper. We specifically address the role of a project archive, when designing a course. This research paper explores survey results from every running of courses, from 2014 to 2019. During each class, students participated in two distinct surveys: first, dealing with key learning outcomes, and, second, with teaching techniques used. This paper makes several practical recommendations based on the analysis of collected data. The research validates the value of a sound repository of technical term projects and the role such repository plays in effective teaching and learning of computer science courses.Accepted manuscrip

Let me explain! The effects of writing and reading shortjustifications on students' performance, confidence andopinions in audience response systems

Background The feedback offered to students in audience response systems may enhance conformity bias, while asking closed-type questions alone does not allow students to externalize and elaborate on their knowledge. Objectives The study explores how writing short justifications and accessing peer justifications as collective feedback could affect students' performance, confidence and opinions in multiple-choice audience response systems that apply the Peer Instruction model of voting/revoting. Methods For 8 weeks, 98 students, enrolled in an undergraduate course, attended each lecture following a flipped classroom approach. At the beginning of each lecture, students participated in a quiz with eight multiple-choice questions. Four of these questions included a justification form in which students could elaborate on their answers. The students were randomly grouped into two conditions according to the collective feedback they received: the Shared group (n = 54) could see both the percentage each question choice received from the class and the respective peer justifications, while the Unshared group (n = 44) could only see the percentage information. Results Analysis showed that students in both groups performed significantly better in questions with the justification form being available. Also, the two groups were comparable in terms of performance and self-reported level of confidence suggesting no main effect for making peer justification available. Despite this, students in the Shared group expressed a significantly more positive opinion in the end-of-activity questionnaire in terms of perceived learning gains and the helpfulness of writing justifications for their answers. Take Away Writing short justifications can have a positive impact on students' academic performance

TLAD 2011 Proceedings:9th international workshop on teaching, learning and assesment of databases (TLAD)

This is the ninth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2011), which once again is held as a workshop of BNCOD 2011 - the 28th British National Conference on Databases. TLAD 2011 is held on the 11th July at Manchester University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, databases and the cloud, and novel uses of technology in teaching and assessment. It is expected that these papers will stimulate discussion at the workshop itself and beyond. This year, the focus on providing a forum for discussion is enhanced through a panel discussion on assessment in database modules, with David Nelson (of the University of Sunderland), Al Monger (of Southampton Solent University) and Charles Boisvert (of Sheffield Hallam University) as the expert panel

TLAD 2011 Proceedings:9th international workshop on teaching, learning and assesment of databases (TLAD)

This is the ninth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2011), which once again is held as a workshop of BNCOD 2011 - the 28th British National Conference on Databases. TLAD 2011 is held on the 11th July at Manchester University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, databases and the cloud, and novel uses of technology in teaching and assessment. It is expected that these papers will stimulate discussion at the workshop itself and beyond. This year, the focus on providing a forum for discussion is enhanced through a panel discussion on assessment in database modules, with David Nelson (of the University of Sunderland), Al Monger (of Southampton Solent University) and Charles Boisvert (of Sheffield Hallam University) as the expert panel

Ready, Set, Communicate: Measuring Usability of Instructional Modules Designed to Improve Communications Skills of Students Studying Agricultural Sciences

Well-developed communications skills are essential to a proficient agricultural workforce. Online instruction via reusable learning modules (RLMs) is one way agricultural science faculty can provide their students with expert communications skills training. Although RLMs have many benefits, their value degrades rapidly if the learner cannot access or use the technology efficiently. Therefore, online instruction must be tested to ensure usability. The purpose of our study was to assess the usability of RLMs developed to bolster the communications skills of students studying in the agricultural sciences and provide guidance for future curricula and online instruction development. We used quantitative and qualitative data sources to assess the usability of three RLMs, according to N = 21 students. The usability metrics we assessed included learnability, navigation, video function, document access and readability, quiz and assignment practicality, and task difficulty. The RLMs garnered high usability scores from participants who had positive impressions and experiences completing them. Participants demonstrated an increase in confidence to perform communications skills and an increase in knowledge about communications after completing the modules. They thought embedded videos, documents, quizzes, and assignments were helpful in learning communications concepts. Some recommended improving navigation, document readability, and assignment details. Based on our findings, we recommend RLM developers embed short videos, printable handouts, and quizzes into RLMs, and include an overview of documents’ key points to guide reading. Participants’ positive feedback and willingness to engage with the RLMs suggests incorporating the RLMs into agricultural science courses will help students develop into science communicators

The Identified Informal Learner: Recognizing Assessed Learning in the Open

Badged open courses (BOCs) were piloted on the OpenLearn platform by the Open University (OU) in the UK in 2013. These are free online course upon the completion of which, digital badges are awarded. Based on the evaluation of their impact, they now form a key strand to the OU’s free learning provision, embracing Open Educational Practices at their core. The first permanent suite of BOCs was launched on OpenLearn in 2015 and evaluated for impact, both from an outreach and a business perspective. The application of a branded open digital badge, with associated assessment and feedback has provided a mechanism to motivate and reward informal learners whilst also generating a higher than expected click-through to make an enquiry about becoming a formal student