Decision letter for "Adaptive retrieval practice with multiple‐choice questions in the university classroom"

2020 ◽  
Keyword(s):  
Retrieval Practice ◽  
Multiple Choice ◽  
The University ◽  
Adaptive Retrieval

TEXTILE CRAFT STUDENTS’ PERCEPTIONS OF SUSTAINABLE CRAFTS

2012 ◽  
Vol 43 (1) ◽  
pp. 131-140
Author(s):  
Leena Vartiainen ◽  
Minna Kaipainen
Keyword(s):  
Sustainable Development ◽  
Multiple Choice ◽  
Work Conditions ◽  
Life Cycle Thinking ◽  
Multiple Choice Questions ◽  
Textile Design ◽  
Teacher Students ◽  
Purchasing Behaviour ◽  
The University ◽  
Eastern Finland

Future teachers have an important role in education for sustainable development. This article describes textile craft teacher students’ perceptions of sustainable textile craft. The data derives from a survey of craft teacher students of the University of Eastern Finland (N = 20). The questionnaire included open-ended and multiple choice questions about sustainability of textile craft education and the relevance of sustainability in the students’ lives. The study reveals textile craft teacher students’ conceptions as consumers, craft makers and future textile craft teachers. The open-ended questions were analyzed by content analysis and the multiple choice questions were analyzed with statistical methods. The results were reflected to Victor Papanek’s function complex. As consumers, students favour good quality products and recycling of textiles. They are concerned about workers’ work conditions and against child labour. Although values and perceptions related to sustainable consumerism are high, sometimes the actual purchasing behaviour differs from the values because of the students’ meagre budgets. As craft makers, availability of locally produced materials and materials made of natural fibres are important to students. As future textile craft teachers, students think that craft is an excellent way to teach sustainability and sustainable craft. They consider it is important to teach life-cycle thinking but also craft culture and skills. Key words: clothing and textile design, sustainable craft, textile craft teachers.

scholarly journals The cognitive requirement in the multiple-choice exams in the university context and its relationship with learning approaches, self-regulation, teaching methods and academic performance

2019 ◽  
Vol 9 (3) ◽  
pp. 177-187
Author(s):  
Pilar Gandía Herrero ◽  
Agustín Romero Medina
Keyword(s):  
Academic Performance ◽  
Self Regulation ◽  
Multiple Choice ◽  
Approaches To Learning ◽  
Learning Approaches ◽  
Multiple Choice Questions ◽  
Academic Context ◽  
Predominant Type ◽  
Training Activities ◽  
The University

The quality of academic performance and learning outcomes depend on various factors, both psychological and contextual. The academic context includes the training activities and the type of evaluation or examination, which also influences cognitive and motivational factors, such as learning and study approaches and self-regulation. In our university context, the predominant type of exam is that of multiple-choice questions. The cognitive requirement of these questions may vary. From Bloom's typical taxonomy, it is considered that from lower to higher cognitive demand we have questions about factual, conceptual, application knowledge, etc. Normally, the teacher does not take these classifications into account when preparing this type of exam. We propose here an adaptation model of the multiple choice questions classification according to cognitive requirement (associative memorization, comprehension, application), putting it to the test analyzing an examination of a subject in Psychology Degree and relating the results with measures of learning approaches (ASSIST and R-SPQ-2F questionnaires) and self-regulation in a sample of 87 subjects. The results show differential academic performance according to "cognitive" types of questions and differences in approaches to learning and self-regulation. The convenience of taking into account these factors of cognitive requirement when elaborating multiple choice questions is underlined.

Teaching and assessing students of information literacy in a single session—The case of the University of the West Indies Mona library

2021 ◽  
pp. 095574902110635
Author(s):  
Genevieve Jones-Edman ◽  
Karlene Patricia Robinson
Keyword(s):  
Active Learning ◽  
Information Literacy ◽  
Multiple Choice ◽  
Higher Order ◽  
Library Instruction ◽  
Cooperative Teaching ◽  
Daunting Task ◽  
Writing Course ◽  
Digital Pedagogy ◽  
The University

Assessing the performance of information literacy (IL) students can be a daunting task for librarians globally. Most IL sessions are taught in 1 to 2 hours where any meaningful assessments are difficult to achieve. This research demonstrated how this feat was achieved in an active learning environment through the use of Google Forms. This mixed method study shows how this was effectively achieved to test both lower and higher order skills in a 2 hour session to one hundred and seventy-two foundation writing course students.The research tested a rarely examined feature of Google Forms which is the tool’s effectiveness in enabling comprehensive assessment, facilitating active learning, and identifying instructional errors in an IL instruction session. The findings show that Google Forms can be used to teach and administer a quiz using both multiple-choice as well as open-ended questions to assess both low and higher order learning skills in IL. Students were able to actively respond to questions while they were being taught, the data gathered and analyzed and used to inform future library instruction. It also showed that Google Forms are useful not simply to administer multiple-choice quizzes at the end of teaching but can be used in executing real-time assessment and support active learning. Because Google Forms support the easy creation of charts and downloading/exporting of statistics, results of assessments can be shared among librarians, faculty, and students to motivate and encourage digital pedagogy. It allows for greater collaboration with faculty in the cooperative teaching of students in single sessions where there is usually difficulty in having dialogue with faculty once a session ends. This case study is based on a limited number of students; thus, the findings of this research may not be generalized but the methodology and some skills in teaching the concepts encountered by librarians may be replicated.

scholarly journals A Study On Retrieval Practice And Immediate Memory

2021 ◽  
Vol 58 (2) ◽  
pp. 6351-6354
Author(s):  
Dr. Piyali Roy
Keyword(s):  
Academic Achievement ◽  
Retrieval Practice ◽  
Positive Relation ◽  
Immediate Memory ◽  
Self Testing ◽  
Group A ◽  
Practice Review ◽  
Basic Purpose ◽  
The University ◽  
Oriented System

Memory is considered as a psychological process which is responsible for reproducing the events of past. Learning is impossible without the ability of memorization. It is common to all though there is an individual-difference regarding the range of remembering something. Immediate Memory is very helpful for students as it allows them to test their knowledge just after learning. At present the examination-oriented system of education requires a very strong range of memory for getting higher scores. In the present study, the investigator has tried to establish a connection between immediate memory and the students with and without the habit of retrieval practice. Review of related literature states a positive relation between retrieval practice and higher academic achievement. Again, academic achievement also requires the ability of memorization. In the present study, the investigator collected data from the university students regarding their study habits (presence or absence of self-testing) and categorized students in two different groups i.e. students with retrieval practice (A) and students without retrieval practice (B). The basic purpose of the study is to find out whether self-testing has any connection with immediate memory or not. If yes, then what are the levels of immediate memory of the students in Group A and B.

scholarly journals Use of Student-generated Multiple Choice Questions to Enhance Team-based Learning of Anatomy at the University of Rwanda

2019 ◽  
Author(s):  
ISAIE SIBOMANA ◽  
Irenee David Karenzi ◽  
Irenee Niyongombwa ◽  
Jean Claude Byiringiro ◽  
Julien Gashegu ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Test Scores ◽  
Multiple Choice ◽  
Cost Effective ◽  
Human Anatomy ◽  
Multiple Choice Questions ◽  
Team Based Learning ◽  
Post Test ◽  
The University ◽  
Anatomy Teaching

Abstract Introduction: Teaching of human anatomy has undergone significant changes in last 3 decades. At the University of Rwanda, anatomy is being taught using team-based learning (TBL). While student generated multiple choice questions (MCQs) stimulate deeper thinking of a given topic, their impact on anatomy learning is not known. This study aimed to improve anatomy teaching and student satisfaction by combining both models. Methods: It was a comparative interventional study where two similar chapters of anatomy were selected and one taught using team based learning while the other one, in addition to TBL, student were encouraged to set MCQs while studying. Pre- and post-test scores were analysed using SPSS 23 and student t-test was used to compare the mean score obtained. Results: 31 medical students were recruited. Pre-test mean scores in both chapters were 25.10 and 25.19 over 50 for chapter 1 and chapter 2 respectively. Although the students’ post-test scores improved after teaching for each chapter, it was much more for chapter 2 than chapter one with mean score of 39.97 and 32.45 over 50 respectively (P<0.05). Despite such improvement, setting MCQs was not easy in almost a half of students. Conclusion: This study has found that student generated MCQs can be used as a simple and cost effective tool to enhance TBL learning of anatomy. Keywords: Anatomy, teaching, MCQs, TBL, University of Rwanda

Relevance, Need, and Opportunity

2019 ◽  
pp. 487-521
Author(s):  
José Manuel de la Mora Cuevas ◽  
José Manuel Orozco Plascencia ◽  
Jonás Larios Deniz ◽  
Norma Angélica Verduzco Ceballos ◽  
Claudia Alejandra Velázquez García
Keyword(s):  
Public Policy ◽  
Distance Education ◽  
Online Education ◽  
Developing Economies ◽  
Multiple Choice ◽  
Bachelor's Degree ◽  
Education Environment ◽  
The University

This chapter shows the results of the market study developed at the request of the Faculty of Economics of the University of Colima, interested in participating in the online education environment, to know the demand that would have a Bachelor's degree in economics, under this modality. To carry out the analysis, there was the participation of 425 people who voluntarily answered a multiple-choice survey in person. Based on their answers, the aim is to identify, as mentioned above, the demand that a new distance education offer (online) would have for the economy area. Additionally, the chapter offers a review of the Mexican public policy in which these types of initiatives are framed; reflections on the environment and trends of development of online education and didactic-pedagogical trends in the area. This case study can be useful for researchers in the educational area who wish to know about online initiatives in countries with developing economies.

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