scholarly journals Practical Usage of Multiple-Choice Questions as Part of Learning and Self-Evaluation

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Paula Kangasniemi
Keyword(s):  
Self Regulation ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Web Based ◽  
Self Evaluation ◽  
Teaching Objectives ◽  
Web Based Learning ◽  
Important Addition ◽  
Evaluation Feedback

The poster describes how the multiple-choice questions could be a part of learning, not only assessing. We often think of the role of questions only in order to test the student's skills. We have tested how questions could be a part of learning in our web-based course of information retrieval in Lapland University.In web-based learning there is a need for high-quality mediators. Mediators are learning promoters which trigger, support, and amplify learning. Mediators can be human mediators or tool mediators. The tool mediators are for example; tests, tutorials, guides and diaries. The multiple-choice questions can also be learning promoters which select, interpret and amplify objects for learning.What do you have to take into account when you are preparing multiple-choice questions as mediators? First you have to prioritize teaching objectives: what must be known and what should be known. According to our experience with contact learning, you can assess what the things are that students have problems with and need more guidance on.The most important addition to the questions is feedback during practice. The questions’ answers (wrong or right) are not important. The feedback on the answers are important to guide students on how to search. The questions promote students’ self-regulation and self-evaluation. Feedback can be verbal, a screenshot or a video. We have added a verbal feedback for every question and also some screenshots and eight videos in our web-based course.

Supporting Learners' Appropriation of a Web-Based Learning Curriculum

2011 ◽  
pp. 288-323
Author(s):  
Dorothée Rasseneur-Coffinet ◽  
Georgia Smyrniou ◽  
Pierre Tchounikine
Keyword(s):  
Self Regulation ◽  
Point Of View ◽  
Learning System ◽  
Multiple Point ◽  
Web Based ◽  
Self Evaluation ◽  
Web Based Learning ◽  
Computer Based

This article presents an approach and tools that can help learners appropriate a Web-based learning curriculum and become active participants in their learning. The approach is based on a detailed modeling of the curriculum and intends to equip the learners with different computer-based tools facilitating a multiple point of view perception of the curriculum, while promoting self evaluation and self regulation of the learners’ curriculum performance. The proposed architecture is generic and can be used in the context of an already existing Web-based learning system. We define what we call “appropriation,” describe our approach, present different tools that have been implemented, and present the findings from the first experiments.

Effectiveness of web-based learning environment: role of intrinsic learning motivation, computer self-efficacy, and learner engagement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nimitha Aboobaker ◽  
Muneer K.H.
Keyword(s):  
Learning Environment ◽  
Self Efficacy ◽  
Learning Motivation ◽  
Learning Effectiveness ◽  
Learning Engagement ◽  
Web Based ◽  
Content Type ◽  
Web Based Learning ◽  
Computer Self Efficacy

Purpose In the context of the abrupt shift to technology-enabled distance education, this paper examines the role of intrinsic learning motivation, computer self-efficacy and learning engagement in facilitating higher learning effectiveness in a web-based learning environment. Design/methodology/approach Data was collected using a self-administered online questionnaire from a sample of randomly selected 508 university students from different disciplines, including science, technology, and management. Findings Learning motivation and computer self-efficacy positively influenced students' learning engagement, with computer self-efficacy having a more substantial impact. Proposed mediation hypotheses too were supported. Originality/value The insights gained from this study will help in devising strategies for improving students' learning effectiveness. Game-based learning pedagogy and computer simulations can help students understand the higher meaning and purpose of the learning process.

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.

Key questions in zoo and aquarium studies: a study and revision guide

2021 ◽  
Keyword(s):  
Multiple Choice ◽  
Animal Behaviour ◽  
Multiple Choice Questions ◽  
Environmentally Conscious ◽  
Conservation Medicine ◽  
Wide Range ◽  
Conservation Breeding ◽  
Key Questions

Abstract This 229-paged book discussed the role of zoos in a modern, environmentally conscious society. It does this by offering the reader the opportunity to answer 600 multiple-choice questions on a wide range of topics including zoo history, enclosure design, aquarium management, animal behaviour and welfare, zoo research, conservation breeding, zoo visitor behaviour, conservation medicine, zoo legislation and many more.

The Role of Digital Application Literacy in Online Assessment

2021 ◽  
pp. 004723952110526
Author(s):  
LeAnne J. Schmidt ◽  
Michael DeSchryver
Keyword(s):  
Content Knowledge ◽  
Mobile Apps ◽  
Learning Goals ◽  
Return To School ◽  
Learning Tools ◽  
Web Based ◽  
Web Based Learning ◽  
Computer Based ◽  
Academic Consequences

As educators and administrators look to countless mobile apps, software programs, and web-based learning tools to meet the demands of students in remote, virtual, and hybrid settings, risks and assumptions of online platforms and assessments must be considered. With the urgency of the COVID-response closure of many schools and the unusual methods employed during the return to school in Fall 2020, there is no better time to examine the digital application literacy which is necessary for students to effectively transition to online learning and assessment. “Digital application literacy” (DAppLit), a specific form of media literacy, involves the nimble use of an app (web-based) or application (computer-based) for education, including assessment. Learners with impaired DAppLit face academic consequences, when insufficient literacy in the platform is the culprit. This paper first explores various skills and strategies from both traditional and digital assessments that digital application literacy requires. Then, it presents the value of low-stakes assessment experiences with applications to introduce navigation techniques and troubleshoot barriers users may face before undertaking weighted assessments. The importance of skills instruction and practice of DAppLit methods is presented. A four-step process is introduced to: 1) set learning goals; 2) guide learners through the application with explicit instructions before use; 3) provide low-stakes explorations; and 4) debrief to address any issues which could represent a failing of application literacy and not content knowledge in an assessment.

Exploring the Role of Web-Based Learning in Global Education

2016 ◽  
pp. 202-224 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Problem Solving ◽  
Language Learning ◽  
Organizational Performance ◽  
Global Education ◽  
Digital Age ◽  
Educational Goals ◽  
Web Based ◽  
Web Based Learning ◽  
Performance Enhance

This chapter aims to explore the role of web-based learning (WBL) in global education, thus describing the theoretical and practical overview of WBL, the multifaceted applications of WBL tools in educational settings, the application of web-based language learning, the application of web-based problem-solving activities, and the significance of WBL in global education. The fulfillment of WBL is vital for schools that seek to serve students and educators, improve educational performance, enhance competitiveness, and reach continuous achievement in global education. Therefore, it is necessary for schools to explore their WBL, establish a strategic plan to usually check their technological advancements, and immediately respond to the WBL needs of students and educators. The chapter argues that applying WBL in global education has the potential to increase organizational performance and reach educational goals in the digital age.

Qualitative Case Method and Web-Based Learning

2011 ◽  
pp. 91-110
Author(s):  
Sandra Hansmann
Keyword(s):  
Qualitative Inquiry ◽  
Qualitative Approach ◽  
Qualitative Researcher ◽  
Web Based ◽  
Alternative Evaluation ◽  
Web Based Learning ◽  
Evaluation Of Learning ◽  
Generalization Of Data ◽  
Collection Methods

This chapter proposes a methodological framework for the use of qualitative research techniques in the evaluation of learning outcomes in Web-based courses. Topics include the use of alternative evaluation measures in Web-based courses and the appropriateness of a qualitative approach using WebCT course tools. The advantages of qualitative inquiry as an evaluative tool are considered and data collection methods are also discussed. The chapter also includes commentary on the unique role of the instructor as a qualitative researcher in Web-based interactions. Suggestions for the analysis , interpretation, and generalization of data are provided along with open, axial, and selective coding options. The chapter also includes consideration of critical limitations of the qualitative approach, including evaluator bias and transferability.

ECHO

2010 ◽  
pp. 539-555 ◽  
Author(s):  
Hadas Weinberger
Keyword(s):  
Learning Experience ◽  
Semantic Annotation ◽  
Methodological Approach ◽  
Context Aware ◽  
Web Based ◽  
New Approach ◽  
Approach To Learning ◽  
Web Technologies ◽  
Web Based Learning

In this chapter, we suggest Echo, a model for utilizing Web technologies for the design of Web-based context-aware learning. Web technologies are continuously evolving to enhance information retrieval, semantic annotation, social interactions, and interactive experiences. However, these technologies do not offer a methodological approach to learning. In this chapter, we offer a new approach to Web-based learning, which considers the role of the user in shaping the learning experience. The key feature in Echo is the analysis and modeling of content for the design of a Web-based learning experience in context. There are three elements in Echo: 1) a methodology to guide the learning process, 2) techniques to support content analysis and modeling activities, and 3) a three-layered framework of social-semantic software. Incorporating this framework facilitates knowledge organization and representation. We describe our model, the methodology, and the three-layered framework. We then present preliminary results from on-going empirical research that demonstrates the feasibility of Echo and its usefulness for the design of a context-aware learning experience. Finally, we discuss the usefulness of Echo and its contribution to further research in the field of Web technologies.

Sign in / Sign up

Export Citation Format

Share Document