Student Engagement & Content Reinforcement With “Clickers” & Online Essay Assignments Adisa A. Alkebulan, Ph.D. Africana Studies African American History AFRAS 170 A/B

African American History AFRAS 170A/B Two separate courses AFRAS 170A up to 1865 during fall semester AFRAS 170B 1865-Present during spring semester 100-135 students for each course Mondays & Wednesdays 10:00-10:50 Fridays: online session 220 WC or 161 LT

Two separate courses

AFRAS 170A up to 1865 during fall semester

AFRAS 170B 1865-Present during spring semester

100-135 students for each course

Mondays & Wednesdays 10:00-10:50

Fridays: online session

220 WC or 161 LT

African American History AFRAS 170A/B Lectures are delivered via PowerPoint & posted on Blackboard Ethnically diverse Freshmen & sophomores

Lectures are delivered via PowerPoint & posted on Blackboard

Ethnically diverse

Freshmen & sophomores

The Dilemma & Objectives Dilemma 1: Lack of learner engagement in lecture courses Objective: I employed the Classroom Performance System (CPS) to make learners an active part of the in class learning process Pose questions that provoke learners to think about the issues/events discussed in the courses

Dilemma 1:

Lack of learner engagement in lecture courses

Objective: I employed the Classroom Performance System (CPS) to make learners an active part of the in class learning process

Pose questions that provoke learners to think about the issues/events discussed in the courses

The Dilemma & Objectives Dilemma 2: Inability of many students to retain information Objective: I wanted to create an assignment that would force learners to interrogate the text on a much deeper level than just skimming and jotting down notes

Dilemma 2:

Inability of many students to retain information

Objective: I wanted to create an assignment that would force learners to interrogate the text on a much deeper level than just skimming and jotting down notes

Student Experiences Clicker usage helps me to remember important course content? Strongly/Somewhat agree: 74% Strongly/Somewhat disagree: 12% My professor asks clicker questions that are important to my learning? Strongly/Somewhat agree: 84% Strongly/Somewhat disagree: 10%

Clicker usage helps me to remember important course content?

Strongly/Somewhat agree: 74%

Strongly/Somewhat disagree: 12%

My professor asks clicker questions that are important to my learning?

Strongly/Somewhat agree: 84%

Strongly/Somewhat disagree: 10%

Student Experiences Online essay questions help me to remember important course content? Strongly/Somewhat agree: 73% Strongly/Somewhat disagree: 10% My professor asks online essay questions that are important to my learning? Strongly/Somewhat agree: 70% Strongly/Somewhat disagree: 6% Students recognize and value clicker and online essay questions Improvement in grades Spring 2007: 1.9 GPA Fall 2007: 2.3 GPA

Online essay questions help me to remember important course content?

Strongly/Somewhat agree: 73%

Strongly/Somewhat disagree: 10%

My professor asks online essay questions that are important to my learning?

Strongly/Somewhat agree: 70%

Strongly/Somewhat disagree: 6%

Students recognize and value clicker and online essay questions

Improvement in grades

Spring 2007: 1.9 GPA

Fall 2007: 2.3 GPA

Planning for Future Design Cycles Strengths: Student assessments significantly increased Students enjoy the clicker questions Weaknesses Students dislike online essay questions Students prefer going to class versus online assignments I did not anticipate students displeasure with not coming to class Reduction of online essay assignments Every other week Extra credit Captivate

Strengths:

Student assessments significantly increased

Students enjoy the clicker questions

Weaknesses

Students dislike online essay questions

Students prefer going to class versus online assignments

I did not anticipate students displeasure with not coming to class

Reduction of online essay assignments

Every other week

Extra credit

Captivate