scholarly journals TRADITIONAL VERSUS OPEN-BOOK EXAMS IN REMOTE COURSE DELIVERY: A NARRATIVE REVIEW OF THE LITERATURE

2021 ◽  
Author(s):  
Anita M. Parker ◽  
Ellen Watson ◽  
Nicole Dyck ◽  
Jason P. Carey
Keyword(s):  
Academic Integrity ◽  
Teaching And Learning ◽  
Course Delivery ◽  
Open Book ◽  
Review Of The Literature ◽  
Term Retention ◽  
Examination Methods ◽  
Long Term Retention ◽  
Review Ofthe

Assessment is an essential step in the teaching and learning process. Traditional examination methods (closed-book, time-constrained, invigilated, multiplechoice) prevail in higher education despite support foralternative approaches wherein students construct knowledge through active, authentic activities. A review ofthe scholarly literature focused on merits and limitations of traditional closed-book exams in-person and in anonline, remote course delivery context, as well as benefits, concerns, and considerations of transitioning to open-book exams at a time of upsurge in online learning. Within the dichotomy of traditional versus alterative exam strategies, the literature is inconclusive on shared matters, including student academic integrity, study habits, anxiety, performance, and long-term retention of information.

Long-term retention is greater following closed-book tests than open-book tests

2006 ◽  
Author(s):  
Pooja K. Agarwal ◽  
Jeffrey D. Karpicke ◽  
Sean H. Kang ◽  
Henry L. Roediger ◽  
Kathleen B. McDermott
Keyword(s):  
Open Book ◽  
Term Retention ◽  
Long Term Retention

scholarly journals The Use of the Discussion Method at University: Enhancement of Teaching and Learning

2018 ◽  
Vol 7 (6) ◽  
pp. 118
Author(s):  
Khalid Kamil Abdulbaki ◽  
Muhamad Suhaimi ◽  
Asmaa Alsaqqaf ◽  
Wafa Jawad
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Research Study ◽  
English Language Teaching ◽  
Class Discussion ◽  
Good Opportunity ◽  
Term Retention ◽  
Career Needs ◽  
Long Term Retention

The current paper attempts to examine the various aspects of the discussion method of teaching at university and its role in enhancing students’ linguistic and academic skills as well as its shortcomings. In Oman, research on English language teaching at universities and colleges show that a considerable number of students who move from secondary schools and join higher education institutions would confront difficulties in using the English language to meet their personal, social, academic, and career needs efficiently and appropriately. The discussion method allows establishing a rapport with students, stimulating their critical thinking and articulating ideas clearly (McKeachie & Svinicki, 2006). It is relatively acceptable among university academics who use it to promote active learning and long-term retention of information (Bonwell, 2000). It could provide students with a platform to contribute to their own learning and would offer the lecturer an opportunity to check students’ understanding of the material (Craven & Hogan, 2001). Critics argue that some problems may show up such as that several participants dominate the discussion sessions while other students may remain passive, and often, resentful (Brookfield & Perskill, 2005). The discussion could also include other signs of limitation such as that it may get off track or that only few students may dominate it during the whole session (Howard, 2015). Hence, the objectives of this research study are to identify students’ views and opinions of the use of the discussion method in teaching English as well as its strengths and weaknesses. The findings showed that majority of respondents indicated that a good opportunity to interact is provided during the discussion and that the lecturer is not the sole authority in class. The implications of this research could be reflected on students’ learning through their participation in class discussion. 

scholarly journals The Value of Animations in Biology Teaching: A Study of Long-Term Memory Retention

2007 ◽  
Vol 6 (3) ◽  
pp. 217-223 ◽  
Author(s):  
Danton H. O'Day
Keyword(s):  
Teaching And Learning ◽  
Critical Issue ◽  
Subject Area ◽  
Long Term Memory ◽  
Memory Retention ◽  
Term Retention ◽  
Complex Biological Process ◽  
Long Term Retention ◽  
Future Work

Previous work has established that a narrated animation is more effective at communicating a complex biological process (signal transduction) than the equivalent graphic with figure legend. To my knowledge, no study has been done in any subject area on the effectiveness of animations versus graphics in the long-term retention of information, a primary and critical issue in studies of teaching and learning. In this study, involving 393 student responses, three different animations and two graphics—one with and one lacking a legend—were used to determine the long-term retention of information. The results show that students retain more information 21 d after viewing an animation without narration compared with an equivalent graphic whether or not that graphic had a legend. Students' comments provide additional insight into the value of animations in the pedagogical process, and suggestions for future work are proposed.

scholarly journals Testing Effect

2018 ◽  
Vol 1 (1) ◽  
pp. 20-36
Author(s):  
Olesya Senkova ◽  
Hajime Otani ◽  
Reid L. Skeel ◽  
Renée L. Babcock
Keyword(s):  
Testing Effect ◽  
Cued Recall ◽  
Online Classes ◽  
Open Book ◽  
Test Format ◽  
Term Retention ◽  
Book Versus ◽  
Long Term Retention ◽  
Book Format

Abstract. If assessment is the purpose of testing, open-book tests may defeat the purpose. However, a goal of education is to build knowledge, and based on the literature, open-book tests may not be inferior to closed-book tests in promoting long-term retention of information. Participants studied Swahili-English pairs and either re-studied or took an initial quiz, which was cued recall or recognition in an open-book or closed-book format. One week later, the final closed-book recognition test showed higher performance in the quizzed conditions than in the study-twice condition, replicating the testing effect. However, performance was similar across the quizzed conditions, indicating that testing promoted long-term retention regardless of test format (open-book versus closed-book) and test type (cued recall versus recognition). Open-book tests are not inferior to closed-book tests in building knowledge and can be particularly useful in online classes because preventing cheating is difficult when closed-book tests are administered online.

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