Assessment Practices using Online Tools in Undergraduate Programs

2014 ◽  
pp. 259-273
Author(s):  
Alexandra Kootsookos
Keyword(s):  
Best Practice ◽  
Learning Technologies ◽  
Audience Response ◽  
Plagiarism Detection ◽  
Web Based ◽  
Detection Systems ◽  
Online Tools ◽  
Response Systems ◽  
Undergraduate Programs ◽  
Online Tests

This chapter provides an overview of the use of online and Web-based learning technologies as formative and summative assessment. Peer learning and assessment, provision of feedback to students, online tests and quizzes, plagiarism detection systems, and audience response systems are all examined with a view to highlighting best practice and demonstrating that online assessment must still follow sound pedagogy to be both valid and valued by instructors and students alike.

Assessment Practices using Online Tools in Undergraduate Programs

2018 ◽  
pp. 571-586
Author(s):  
Alexandra Kootsookos
Keyword(s):  
Best Practice ◽  
Learning Technologies ◽  
Audience Response ◽  
Plagiarism Detection ◽  
Web Based ◽  
Detection Systems ◽  
Online Tools ◽  
Response Systems ◽  
Undergraduate Programs ◽  
Online Tests

This chapter provides an overview of the use of online and Web-based learning technologies as formative and summative assessment. Peer learning and assessment, provision of feedback to students, online tests and quizzes, plagiarism detection systems, and audience response systems are all examined with a view to highlighting best practice and demonstrating that online assessment must still follow sound pedagogy to be both valid and valued by instructors and students alike.

scholarly journals Using audience response systems to enhance student engagement and learning in information literacy teaching

2017 ◽  
Vol 11 (2) ◽  
pp. 28 ◽  
Author(s):  
Paula Funnell
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Learning ◽  
Information Literacy ◽  
Controlled Study ◽  
Learning Approach ◽  
Audience Response ◽  
Audience Response Systems ◽  
Online Tools ◽  
Response Systems

One of the key challenges in Information Literacy (IL) teaching in higher education is ensuring student engagement. As such, active learning approaches are encouraged in order to maximise student participation and interaction with the teaching. The use of audience response systems (ARSs) is one active learning approach which is being used increasingly in IL teaching. The purpose of this study is to investigate the effectiveness of ARSs in terms of increased engagement and student learning. Previous research has explored the use of ARSs as an active learning approach in comparison to traditional lectures, but this study aims to specifically examine the effectiveness of these tools as part of an active learning pedagogy. Most existing studies have looked at a single ARS, usually clickers. With an increase in availability and functionality of online tools, and discussions at a university level about moving to a single system which makes use of students’ own devices, this study also aims to compare the effectiveness of clickers and online ARSs. A controlled study was carried out on two cohorts of medical students at Queen Mary University of London comparing the use of clickers, online response tools, or a mixture of the two, to teaching without ARSs. Class observation and student evaluation were used to measure student engagement, and quizzes and student confidence levels to measure student learning. Results of the study showed that ARSs, when used as part of an active learning pedagogy, are an effective tool in terms of increasing student engagement, and have a generally positive impact on student learning, with online tools being slightly more effective than clickers. The study provides evidence which can be used by IL practitioners to help integrate ARSs into their teaching as well as inform institutional decisions on the use of these tools.

Effective Implementation of Learner Response Systems

2010 ◽  
pp. 144-161
Author(s):  
Diana Bannister ◽  
Andrew Hutchinson ◽  
Helen Sargeant
Keyword(s):  
Best Practice ◽  
Classroom Interaction ◽  
Continuing Professional Development ◽  
Learning Technologies ◽  
Interactive Technologies ◽  
Learning And Teaching ◽  
Response Systems ◽  
Charitable Trust ◽  
The Uk ◽  
Effective Use

This chapter is based upon research from the REVEAL Project - a REVIEW of Electronic Voting and an Evaluation of Uses within Assessment and Learning. The REVEAL Project was a two-year development and research project across the UK funded by the Bowland Charitable Trust, (UK) that focused upon understanding the effective use of one of Promethean’s Learner Response Systems (LRS) called Activote, across seventy primary and secondary schools within eleven local authorities. Led by the Learning Technologies Team, Midlands Leadership Centre, University of Wolverhampton, the project aimed to define and disseminate best practice in the use of Learner Response Systems, highlighting key uses and creative ways of working. This chapter summarizes the key themes and findings that have emerged from the project, providing an overview for teachers and practitioners including a suggested model of implementation for the Learner Response Systems. The work from this project would be beneficial to developments on classroom interaction and collaboration as well as teacher training and related continuing professional development for the effective use of interactive technologies within learning and teaching.

scholarly journals Google Glass in Face-to-face Lectures - Prototype and First Experiences

2016 ◽  
Vol 10 (1) ◽  
pp. 27 ◽  
Author(s):  
Markus Ebner ◽  
Herbert Mühlburger ◽  
Martin Ebner
Keyword(s):  
New Technologies ◽  
Special Focus ◽  
Audience Response ◽  
Google Glass ◽  
Audience Response Systems ◽  
Web Based ◽  
Face To Face ◽  
University Of Technology ◽  
Response Systems ◽  
Practical Experiences

Graz University of Technology has a long tradition in doing technology-enhanced courses. Following the latest trends, as mentioned in the NMC Horizon Report [32], we reviewed the possibility to use a wearable technology, in our case the Google GlassTM, in courses to improve the interaction between the lecturer and the audience with a special focus on huge classes. The lack of interaction in traditional face-to-face lectures is a well-known problem with a long research history [4], [12]. New technologies in Audience Response Systems (ARS) offer new ways to improve the interaction between teacher and student by enabling to ask questions to the audience [5] to get instant feedback during a lecture. Currently many types of web-based ARSs are available on the market [15]. Our research focused on finding an ARS suitable for the visualization in the Google Glass display. Further we developed a prototype and described first practical experiences.

scholarly journals Maintaining Academic Performance and Student Satisfaction during the Remote Transition of a Nursing Obstetrics Course to Online Instruction

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Elizabeth Riley ◽  
Natalie Capps ◽  
Nicole Ward ◽  
Leslie McCormack ◽  
Judy Staley
Keyword(s):  
Academic Performance ◽  
Student Satisfaction ◽  
Learning Technologies ◽  
Audience Response ◽  
Clinical Learning ◽  
Audience Response Systems ◽  
Course Performance ◽  
Significant Difference ◽  
Response Systems ◽  
Quantitative Results

This study explores the effect of rapidly transitioning an in-person pre-licensure nursing specialty course to remote instruction during the COVID-19 pandemic. The redesign included the following learning technologies: live and recorded whiteboard lectures with Socratic-style questioning, electronic audience response systems, remote simulations, and virtual unfolding case studies to replace didactic and clinical learning experiences. Quantitative results indicate that learning quality was sustained, with no significant difference in students’ course performance or satisfaction. These specific technologies can be utilized in any discipline-specific course during emergency remote instruction to promote essential student-to-student and faculty-to-student interactivity.

scholarly journals Audience Response Systems and Missingness Trends: Using Interactive Polling Systems to Gather Sensitive Health Information From Youth (Preprint)

2019 ◽  
Author(s):  
Tammy Toscos ◽  
Michelle Drouin ◽  
Mindy Flanagan ◽  
Maria Carpenter ◽  
Connie Kerrigan ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Information ◽  
Survey Methods ◽  
Health Data ◽  
Polling Systems ◽  
Audience Response ◽  
Audience Response Systems ◽  
Web Based ◽  
Health Technologies ◽  
Response Systems

BACKGROUND The widespread availability and cost-effectiveness of new-wave software-based audience response systems (ARSs) have expanded the possibilities of collecting health data from hard-to-reach populations, including youth. However, with all survey methods, biases in the data may exist because of participant nonresponse. OBJECTIVE The aims of this study were to (1) examine the extent to which an ARS could be used to gather health information from youths within a large-group school setting and (2) examine individual- and survey-level response biases stemming from this Web-based data collection method. METHODS We used an ARS to deliver a mental health survey to 3418 youths in 4 high schools in the Midwestern United States. The survey contained demographic questions, depression, anxiety, and suicidality screeners, and questions about their use of offline resources (eg, parents, peers, and counselors) and Web-based resources (ie, telemental health technologies) when they faced stressful life situations. We then examined the response rates for each survey item, focusing on the individual- and survey-level characteristics that related to nonresponse. RESULTS Overall, 25.39% (868/3418) of youths answered all 38 survey questions; however, missingness analyses showed that there were some survey structure factors that led to higher rates of nonresponse (eg, questions at the end of survey, sensitive questions, and questions for which precise answers were difficult to provide). There were also some personal characteristics that were associated with nonresponse (eg, not identifying as either male or female, nonwhite ethnicity, and higher levels of depression). Specifically, a multivariate model showed that male students and students who reported their gender as other had significantly higher numbers of missed items compared with female students (B=.30 and B=.47, respectively, P<.001). Similarly, nonwhite race (B=.39, P<.001) and higher depression scores (B=.39, P<.001) were positively related to the number of missing survey responses. CONCLUSIONS Although our methodology-focused study showed that it is possible to gather sensitive mental health data from youths in large groups using ARSs, we also suggest that these nonresponse patterns need to be considered and controlled for when using ARSs for gathering population health data.

Effects of Audience Response Systems on Student Achievement and Long-Term Retention

2011 ◽  
Vol 39 (10) ◽  
pp. 1431-1439 ◽  
Author(s):  
Selcuk Karaman
Keyword(s):  
Academic Success ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Course Design ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Audience Response Systems ◽  
Significant Difference ◽  
Response Systems

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

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