Improving Assessment Strategies in General Chemistry

In an effort to improve assessment strategies in a general chemistry course at Valparaiso University, a new homework submission and evaluation system was implemented. Learning objectives for the course were revised to match new goals. These updated learning objectives guided the creation of homework problem sets on the LearningOnline Network with Computer-Assisted Personalized Approach (LON-CAPA). This free, open-source, distributed learning content management system provides improved homework assessment for students through immediate feedback, personalized questions, and a flexible format. Homework for the first semester general chemistry course was prepared on LON-CAPA and a simple user\u27s guide was also created for LON-CAPA to facilitate future use of the program

Online Assessment System with Integrated Study (OASIS) to enhance the learning of Electrical Engineering students: an action research study

World-wide, there has been a large increase in tertiary student numbers, not entirely matched by funding increases. Consequently, instructors are faced with large, diverse classes, and find themselves struggling to provide adequate assessment and prompt feedback, two quantities critical in an effective learning environment. Personal computers and the Internet can help solve this problem. The aim of this study was to develop, implement and validate a Web-based software package that, through providing practice and assessment opportunities, improved student learning and reduced marking and related mundane aspects of instructor workload. At the start of the study, such a package already existed in prototype form: OASIS (Online Assessment System with Integrated Study). As the study progressed, this software package was first fully rewritten and then repeatedly modified. OASIS delivers individualised tasks, marks student responses, supplies prompt feedback, and logs student activity. Staff can deliver sets of practice questions and assessments to students: assessments may involve different questions for different students, not just numerically different versions of the same questions. Given my role as teacher, the traditional research ideal of observing without affecting the research environment was both impossible and unconscionable. In particular, since preliminary evidence suggested that OASIS did enhance student learning, I could not adopt a ‘two groups’ approach to the research, with one group using OASIS while the other did not. Instead, an action research methodology was seen as most appropriate for my double role of teacher and researcher.This methodology enabled me, in the light of my findings, to continuously modify the learning environment and enhance student learning. The action research proceeded through a spiral of one-semester cycles of planning, acting, observing and reflecting. To maximize rigour, the research ran through eight cycles over four years and involved considerable triangulation. OASIS itself collected much quantitative data. Further data were collected via interview, survey, email and informal discussion from three groups: current students, postgraduates and academics. My colleagues provided alternative perceptions and interpretations, as did Physics Department academics who were using OASIS, and an external academic who interviewed academics and investigated the implementation of OASIS. Perhaps surprisingly, academics had generally adopted OASIS to promote student learning rather than to decrease their own workloads. In some cases workloads were reduced; however, where OASIS assessments augmented rather than replaced existing traditional assessments, workloads actually went up slightly. All instructors who used OASIS reported enhanced student learning and wished to continue using it. Student surveys, interviews, focus-group discussions and informal feedback showed that students found the software easy to use and considered that it helped them improve their skills and understanding. OASIS questions were preferred over textbook questions. Students commonly requested OASIS to be available in more of their areas of study. In general students wanted hints or model answers though some argued against their provision.The majority of students were enthusiastic about the use of OASIS for practice, and activity logs revealed that they did use OASIS extensively. These logs also revealed the motivating power of assessments: typically half the online practice activity took place in the last 36 hours prior to assessments. Interviews provided further interesting insights into the ways different students approached their studies and assessments. However, students did voice concerns about the validity of OASIS assignments, noting their peers could rely on the efforts of others to score highly in these. A number of steps were carried out in an attempt to defuse these concerns, including: disabling OASIS practice during assignments, basing assignments on previously unseen questions, and providing different assignment questions to different students. While this study has achieved the goal of developing, implementing and validating OASIS, many future opportunities exist. OASIS may be used in schools as well as universities. Non-numerical questions, where answers may be somewhere between right and wrong, are possible. OASIS can also be used to deliver concept inventories to students to support research into concept acquisition and retention

Plan estratégico para la virtualización de la Maestría Regional Centroamericana en Ciencias del Agua con énfasis en calidad del agua

El nuevo contexto tecnológico ha propiciado que diversas actividades cotidianas se desarrollen de manera más óptima, reduciendo recursos y tiempos de ejecución. En los últimos años, los procesos de enseñanza-aprendizaje también han sido influenciados por este componente que ha llevado a las instituciones educativas a replantearse las metodologías, modalidades y procesos de formación, en la educación superior principalmente. Aunque la incorporación tecnológica en diversos programas educativos ya es una realidad, no obstante, existen aún instituciones que, probablemente por desinterés, desconocimiento o inexperiencia en la materia no han incursionado en este entorno, lo que genera dificultades en cuanto a la retención académica, inclusive, obtener una matrícula de estudiantes deseada. En consecuencia, con relación a lo anteriormente expuesto, en el presente estudio se presenta un plan estratégico para la virtualización de la Maestría Regional Centroamericana en Ciencias del Agua con énfasis en Calidad del Agua, que imparte el Centro para la Investigación en Recursos Acuáticos de Nicaragua, mediante el cual se pretende brindar las bases para que mediante esta modalidad el programa pueda ampliar su matrícula

Relationship between study habits and student attitudes towards science and technology

Improving student performance is the goal of any chemistry educator. With the proliferation of internet technologies in recent years, educators have been struggling with providing effective learning materials to students online. These materials also have not always had the intended effect of improving student performance. Either students do not use the materials provided or do not use them effectively, which is partially a result of the attitudes that students bring to a course.A study at a mid-sized private university looked at the correlations between student usage of online resources, online homework, their attitudes towards science and technology, and their performance. The student cohort was analyzed in detail based on their demographics and their initial responses to the surveys; there was a small, positive correlation between students’ attitudes towards science and their performance in general chemistry. Changes in students’ attitudes were also studied in their relationship to students’ online resource usage. It was observed that many students entered the course overconfident in their chemistry skills and that their confidence (self-concept) suffered during the first term of general chemistry. This decrease in confidence was negatively correlated with students accessing online homework and online educational materials, such as lecture slides or exam answers.Various analyses of the effectiveness of the online resources were performed. Student accesses of Bb Vista (course management system) were analyzed to determine the materials that best assisted students in general chemistry. Student grades were positively correlated with access of the lecture slides and exam answers available online. Finally, student OWL (online web-based learning) usage was analyzed, focused on specific chemistry topics (e.g., electronegativity and enthalpy) and student success. A large number of attempts at the online homework problems coupled with a low average time spent per attempt indicated chemistry topics that students did not understand. The online resource usage data were collected during general chemistry 1 in Fall 2009, the surveys and course performance data were collected during general chemistry 1 and 2 (Fall 2009 and Winter 2010).Ph.D., Chemistry -- Drexel University, 201

Southern Adventist University Undergraduate Catalog 2018-2019

Southern Adventist University\u27s undergraduate catalog for the academic year 2018-2019.https://knowledge.e.southern.edu/undergrad_catalog/1118/thumbnail.jp

5th International Open and Distance Learning Conference Proceedings Book = 5. Uluslararası Açık ve Uzaktan Öğrenme Konferansı Bildiri Kitabı

In celebration of our 40th anniversary in open and distance learning, we are happy and proud to organize the 5th International Open & Distance Learning Conference- IODL 2022, which was held at Anadolu University, Eskişehir, Türkiye on 28-30 September 2022. After the conferences in 2002, 2006, 2010, and 2019, IODL 2022 is the 5th IODL event hosted by Anadolu University Open Education System (OES)

An investigation on hybrid studio format applied in introductory calculus-based physics

The purpose of this study is to ascertain the performances and perceptions of the students in Hybrid Studio Format (HSF). This format retains the large lecture component but combines recitation and laboratory instruction into Studio Physics. In this research, 'problem solving strategy' and 'attitudes toward problem solving surveys' were administered by pre/post-test to evaluate students' problem solving strategies and attitudes in problem solving. The data on student performance and conceptual understanding was collected by comparing the grades of the students enrolled in Physics course for two semesters (Fall 2008/Spring 2009). Written survey and Likert scales about HSF and LON-CAPA (learningonline network-computer-assisted personalized approach) were used to collect students' opinions about the course. Also multiple interviews were performed with volunteer students about HSF during two semesters. The results of the performance data showed that students performed better on LON-CAPA problems and hands-on activities than on written assignments and exams. The outcome could be some technical features of LON-CAPA which could be easily modified. Open-ended questions, applets and demonstrations were recommended in the studio activities to increase the students' problem solving skills with better conceptual understanding. Student interviews showed that the students found the interactive-engagement method of learning physics to be a positive experience. They liked the integration of homework and laboratory activities, working in groups and having the opportunity to interact individually with instructors. In short, the teaching-learning method presented here, HSF had made a positive impact on the problem-solving skills of students and opinions about the Physics course. © 2011 Academic Journals