scholarly journals Mediating Test Anxiety through the Testing Effect in Asynchronous, Objective, Online Assessments at the University Level

2017 ◽  
Vol 4 (2) ◽  
pp. 107 ◽  
Author(s):  
Daniel Sullivan
Keyword(s):  
Graduate Students ◽  
Test Anxiety ◽  
Testing Effect ◽  
Learning Experience ◽  
Effective Learning ◽  
Online Evaluation ◽  
Online Assessments ◽  
Text Anxiety ◽  
University Level ◽  
The University

Do asynchronous online evaluations, designed and delivered to engage the testing effect, moderate test anxiety? To answer this question, we surveyed 353 undergraduate and graduate students, drawn from 12 courses, hybrid and online, asking whether the option to take and retake a quiz lessened their text anxiety. Students, no matter the course or level, indicate yes, with more than 90% of the sample agreeing that the option to retake a quiz reduced test anxiety. We also consider this result with regards to the issues of metacognitive accuracy, student engagement, and learning effectiveness. Nearly 95% saw the “anytime, anyplace” test-retest option increasing understanding, improving class engagement, and supporting a more effective learning experience. Our findings profile a promising path to reset traditional as well as refine online evaluation pedagogies.

Blended Learning Experience of Graduate Students

2015 ◽  
pp. 999-1021
Author(s):  
Wafa Hozien
Keyword(s):  
Graduate Students ◽  
Focus Group ◽  
Blended Learning ◽  
Learning Experience ◽  
Early Years ◽  
Research Needs ◽  
Face To Face ◽  
Student Focus ◽  
Student Focus Group ◽  
The University

Blended learning has been in existence for over a decade, and more research needs to be done to determine its efficacy and desirability for colleges and universities. The goal of this chapter is to document the ways in which blended learning has changed the university learning experience for graduate students. End-of-semester student questionnaires were analyzed, and it was found that even in the early years of blended learning, students were generally satisfied and appreciated the convenience of the blended modality. Quantitative and qualitative data was collected through the questionnaires, a student focus group, and faculty interviews. The goal of this chapter is to answer the questions: How do graduate students perceive the BL experience? What are the faculty's perspectives about changes in the delivery of instruction? How has the university learning experience been changed as a consequence of BL? Student priorities were teacher presence, faculty skill at teaching blended classes, and the support that was available to them from the faculty and administration. Faculty voiced concerns with transitioning from teaching face-to-face or online to teaching blended.

scholarly journals Educational Benefits of Study Tours for the Students of Architecture

2021 ◽  
Author(s):  
Humaira Nazir
Keyword(s):  
Learning Experience ◽  
Educational Opportunities ◽  
Main Element ◽  
Educational Benefits ◽  
Know How ◽  
Engineering And Technology ◽  
Teachers And Students ◽  
Practical Life ◽  
University Level ◽  
The University

Among educational elements, the main element is study tours that are considered as a crucial instrument for learning. These tours are not only a source of providing valuable educational opportunities to the students but also give them pleasure. They benefit the entire life of students in different ways. The main focus of this research is to know how study tours are beneficial for students of architecture. This study explores the need and importance of study tours that add the learning experience throughout the life of students at the university level and in practical life. For collecting data, a qualitative research method is used. The study carried out by taking the architectural students of Sir Syed University of Engineering and Technology Karachi on study tours, because of being a part of the faculty of the Architecture department of this university. The research tool was a questionnaire that was filled online by the students who joined the tours, collected data was analyzed by a simple percentage method. The findings indicated that the majority of respondents get pleasure and knowledge from study tours. The tours provide education to students to explore things personally in an eloquent way. They not only boost collaboration among teachers and students but also support to cope with teaching problems that occurred in the classrooms. The study has demonstrated that study tours are essential in order to give practical tactics for the curriculum and are helpful in enhancing the learning experience and understanding of the students. Tours bring enjoyment and escapade to learning and trained students for getting success in the hardships of life.

Developing crosslinguistic awareness through plurilingual consciousness-raising tasks

2021 ◽  
pp. 136216882110565
Author(s):  
Nina Woll ◽  
Pierre-Luc Paquet
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Perceived Usefulness ◽  
Target Language ◽  
Metalinguistic Awareness ◽  
Consciousness Raising ◽  
Language Courses ◽  
Mixed Feelings ◽  
University Level ◽  
The University

If maximal exposure were the key to success in language learning, then adult learners at the university level would be doomed to fail. Not only are they presumably too old to learn additional languages effectively, but target language (TL) input appears to be insufficient, especially when other languages are allowed in class. Nevertheless, learners were shown to build on knowledge of previously acquired languages, to rely on language learning experience and to develop metalinguistic awareness. This study explores the perceived usefulness of a plurilingual consciousness-raising task that aims at helping learners make and strengthen connections between the TL and other previously acquired languages. Two university-level language courses were targeted: Spanish in Quebec and French in Mexico. Two customized tasks were implemented and recorded in each course throughout the semester. Each task included an input-based (discovery) phase, a reflective (metalinguistic) phase during which participants were asked to make assumptions on underlying patterns and correspondences across languages, and a validation phase where they presented their assumptions until reaching a consensus as a group. While tasks were generally perceived as useful, analyses of post-task questionnaires also revealed mixed feelings regarding its inductive stance. However, the verbal data collected demonstrated that the collaborative and metalinguistic reflective nature of the task permitted learners to find correspondences between languages and to engage in knowledge construction. Moreover, the various reflections collected indicate that learners benefitted from the task as groups engaged in metalinguistic reflections, activated their plurilingual repertoire and were able to create accurate assumptions regarding the targeted structure.

Blended Learning Experience of Graduate Students

2014 ◽  
pp. 387-409
Author(s):  
Wafa Hozien
Keyword(s):  
Graduate Students ◽  
Focus Group ◽  
Blended Learning ◽  
Learning Experience ◽  
Early Years ◽  
Research Needs ◽  
Face To Face ◽  
Student Focus ◽  
Student Focus Group ◽  
The University

Blended learning has been in existence for over a decade, and more research needs to be done to determine its efficacy and desirability for colleges and universities. The goal of this chapter is to document the ways in which blended learning has changed the university learning experience for graduate students. End-of-semester student questionnaires were analyzed, and it was found that even in the early years of blended learning, students were generally satisfied and appreciated the convenience of the blended modality. Quantitative and qualitative data was collected through the questionnaires, a student focus group, and faculty interviews. The goal of this chapter is to answer the questions: How do graduate students perceive the BL experience? What are the faculty’s perspectives about changes in the delivery of instruction? How has the university learning experience been changed as a consequence of BL? Student priorities were teacher presence, faculty skill at teaching blended classes, and the support that was available to them from the faculty and administration. Faculty voiced concerns with transitioning from teaching face-to-face or online to teaching blended.

Graduate Students' Perceptions of the Benefits and Drawbacks of Online Discussion Tools

2016 ◽  
Vol 6 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Jessica Decker ◽  
Valerie Beltran
Keyword(s):  
Graduate Students ◽  
Research Study ◽  
Online Discussion ◽  
Online Discussions ◽  
Online Environment ◽  
Online Classes ◽  
Face To Face ◽  
Qualitative Research Study ◽  
University Level ◽  
The University

With an increase in the number of online classes being taught at the university level, professors are exploring ways to create collaboration in the online environment. One such strategy is through using online discussion tools. The purpose of this qualitative research study was to explore students' beliefs about the benefits of using a variety of discussion tools in online classes. In analyzing students' responses to four open-ended questions, five key themes emerged that highlighted four benefits and one drawback to the use of online discussion tools. Online discussions helped build relationships, led to students hearing others' perspectives and feeling their perspectives were respected, led to students reflecting on the content and developing a deeper understanding, and helped groups coordinate projects and manage teamwork. In contrast, online discussions did not allow the same authenticity of dialogue in face-to-face discussions.

Enhancing Mathematics by Online Assessments

2009 ◽  
Vol 23 (4) ◽  
pp. 277-283 ◽  
Author(s):  
Natasa Brouwer ◽  
Lilia Ekimova ◽  
Magdalena Jasinska ◽  
Leendert van Gastel ◽  
Eglė Virgailaitė-Mečkauskaitė
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
Assessment Tools ◽  
First Year ◽  
Online Assessment ◽  
Remedial Courses ◽  
First Year Students ◽  
Economics Students ◽  
Online Assessments ◽  
The University

There is growing concern in Europe that some students are not well-equipped to start a Bachelor's or Master's programme, especially when the programme has a strong mathematical focus. In particular, attention is drawn to problems with mathematics in the transition from secondary to higher education. Higher education expects a certain level of algebraic skills and not all incoming students are able to comply with that expectation. Consequently, more institutes are developing preparatory and remedial courses to refresh or remediate algebraic skills in first-year students, and IT tools are often used to enhance their learning experience. This paper focuses on the use of frequent online assessment powered by a mathematical engine, Maple TA. The authors analyse two redesigns of mathematics courses using Maple TA at the University of Amsterdam. These courses were taken by 650 students in the Faculties of Science and of Economics and Business. In general, the students' response was positive, although the economics students were more positive than the science students. Teachers were pleased with the redesigns and indicated that the use of online assessment tools for innovation in classroom teaching was straightforward.

scholarly journals Profiling graduates of the future

Psihologija ◽  
2005 ◽  
Vol 38 (3) ◽  
pp. 239-253
Author(s):  
Ana Pesikan
Keyword(s):  
Active Learning ◽  
Effective Learning ◽  
Basic Reason ◽  
The Future ◽  
University Level ◽  
The University

We are facing the fact that some of the teaching that is performed at the university level does not result in the effective learning. The basic reason for this is that our faculties are often places for delivering the lectures and exercises, instead of being, as it should, a learning place. This statement has several important implications, which is being discussed in the paper from the viewpoint of the Active Learning Project.

scholarly journals The Advantages and Limitations of Translanguaging in Teaching Third of Additional Languages at the University Level

2020 ◽  
Vol 9 (1(17)) ◽  
pp. 135-169
Author(s):  
Teresa Maria Wlosowicz
Keyword(s):  
Language Learning ◽  
Review Process ◽  
Learning Experience ◽  
Multilingual Students ◽  
Awareness Raising ◽  
University Level ◽  
The University

The purpose of the paper is an analysis of the advantages and limitations of the use of translanguaging, or the mobilisation of students’ whole multilingual repertoires to facilitate understanding and learning (Lewis, Jones, Baker, 2012, p. 655), in the teaching of third or additional languages (De Angelis’s (2007) term) at the university level. The paper is based on two studies by the [name deleted to maintain the integrity of the review process], on the use of translanguaging in the teaching of Spanish [name deleted to maintain the integrity of the review process] and French [name deleted to maintain the integrity of the review process]. It analyses the use of translanguaging for the purposes of explanation and awareness-raising, taking into consideration the increased language learning experience and awareness of multilingual students (cf. Hufeisen, 2018), and its perception by the students. However, despite its advantages, it also has limitations related to students’ lack of experience with translanguaging and unwillingness to use their multilingual repertoires in learning particular languages.

scholarly journals An Integrated Approach to Preempt Cheating on Asynchronous, Objective, Online Assessments in Graduate Business Classes

2016 ◽  
Vol 20 (3) ◽  
Author(s):  
Daniel P Sullivan
Keyword(s):  
Test Anxiety ◽  
Academic Dishonesty ◽  
Testing Effect ◽  
Integrated Approach ◽  
Cross Sectional ◽  
Mba Students ◽  
Technology Tools ◽  
Online Assessments ◽  
Workflow Efficiency ◽  
Online Quizzes

Cheating, left untended, erodes the validity of evaluation and, ultimately, corrupts the legitimacy of a course. We profile an approach to manage, with an eye toward preempting, cheating on asynchronous, objective, online quizzes. This approach taps various technological and social solutions to academic dishonesty, integrating them into a technology-centered, socially-sensitive pedagogy. The resulting design engages a battery of technology tools, within a social context moderated by the testing effect, to minimize the practicality, productivity, and hence, students’ propensity to cheat. Operationally, we used the Canvas LMS to generate a differentiated series of objective quizzes from question banks holding several hundred potential items. We assess cross-sectional data from 178 MBA students spanning eight online-only classes. The results support the effectiveness of an integrated blend of technology tools and social methods to encourage students’ consciousness of the resulting uselessness of cheating. We review the implications of the results to test anxiety, student engagement, learning effectiveness, and workflow efficiency.

Thathir Quality Scholarship Program For Students At University level

2018 ◽  
Vol 2 (3) ◽  
pp. 206-219
Author(s):  
Louay Qais Abdullah ◽  
Duraid Faris Khayoun
Keyword(s):  
College Students ◽  
Life Sciences ◽  
Economic Feasibility ◽  
First Year ◽  
Grant Program ◽  
Scholarship Program ◽  
University Level ◽  
Faculty Of Education ◽  
The University ◽  
The Relationship

The study focused basically on measuring the relationship between the material cost of the students benefits program and the benefits which are earned by it, which was distributed on college students in the initial stages (matinee) and to show the extent of the benefits accruing from the grant program compared to the material burdens which matched and the extent of success or failure of the experience and its effect from o scientific and side on the Iraqi student through these tough economic circumstances experienced by the country in general, and also trying to find ways of proposed increase or expansion of distribution in the future in the event of proven economic feasibility from the program. An data has been taking from the data fro the Department of Financial Affairs and the Department of Studies and Planning at the University of Diyala with taking an data representing an actual and minimized pattern and questionnaires to a sample of students from the Department of Life Sciences in the Faculty of Education of the University of Diyala on the level of success and failure of students in the first year of the grant and the year before for the purpose of distribution comparison. The importance of the study to measure the extent of interest earned in comparision whit the material which is expenseon the program of grant (grant of students) to assist the competent authorities to continue or not in the program of student grants for the coming years.

Sign in / Sign up

Export Citation Format

Share Document