This document discusses a study that assessed the impact of online quizzes and textbook resources on student learning. It describes the data collected from students in an upper-level Labor Economics class and two Principles of Microeconomics classes at a public university. Student demographics and characteristics are provided for context. The course website and online textbook resources used, including chapter summaries, practice problems, and online homework quizzes, are outlined. The study aims to add to evidence on the effectiveness of online homework quizzes by analyzing student performance records over multiple years and collecting qualitative student survey data.
There are still many prevalent problems surrounding the high school curriculum. This can be seen with
many teachers still struggling with students’ retention on subjects being taught, as well as students having
difficulty with test taking. A focal point with the matter is the subjects themselves that are taught, as both teachers
and students complain about how many of the school subjects do not object towards practical skill sets needed
towards real life. In several countries, students are taught subjects related to vocation, career, finances, and even
investment. A main reason as to why these countries suffer less from economic distress, as well as having more
successful outputs for students, is because financial education is well implemented into the high school curriculum.
The purpose for this paper is to show case studies of various countries showing success due to financial education
taught in schools, and to therefore prove the point that financial education is needed all around for the youth.
Teachers_Evaluation_Statistical_Analysis_ABM_Students_assessing_Educational_G...Christopher Lee
The research article explains the Teacher’s Evaluation and it’s Statistical Analysis
gathered with the ABM Students in Asian College of Science and Technology - Quezon
City (ACSAT - Quezon City) for the month of June, 2016. This is the way on how the
Facilitator assessed and captured each of the Grade 11 ABM Students in the pursuit of
their College plans and aspirations after graduation. Also, the research article interprets
and summarizes basic statistical results needed for an accurate discussions,
interpretations, and conclusions thereof. It is also very important for Students to
participate, interact, convey, and used appropriate answers to gather survey results
entirely done in the classroom setting discussions. Other special concerns which the
Teacher who conducted the research survey is by helping the Students when difficulty
and problem arises like how respondents reply or answer the career survey questions
effectively. Moreover, the research paper endeavors to reveal student's insight on such
issues by means of assessing themselves in a normalize approach. Also, the given
questions are timely and relevant towards their educational goals, and it addresses how
the Students answered based on their personal assessments and opinions.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
There are still many prevalent problems surrounding the high school curriculum. This can be seen with
many teachers still struggling with students’ retention on subjects being taught, as well as students having
difficulty with test taking. A focal point with the matter is the subjects themselves that are taught, as both teachers
and students complain about how many of the school subjects do not object towards practical skill sets needed
towards real life. In several countries, students are taught subjects related to vocation, career, finances, and even
investment. A main reason as to why these countries suffer less from economic distress, as well as having more
successful outputs for students, is because financial education is well implemented into the high school curriculum.
The purpose for this paper is to show case studies of various countries showing success due to financial education
taught in schools, and to therefore prove the point that financial education is needed all around for the youth.
Teachers_Evaluation_Statistical_Analysis_ABM_Students_assessing_Educational_G...Christopher Lee
The research article explains the Teacher’s Evaluation and it’s Statistical Analysis
gathered with the ABM Students in Asian College of Science and Technology - Quezon
City (ACSAT - Quezon City) for the month of June, 2016. This is the way on how the
Facilitator assessed and captured each of the Grade 11 ABM Students in the pursuit of
their College plans and aspirations after graduation. Also, the research article interprets
and summarizes basic statistical results needed for an accurate discussions,
interpretations, and conclusions thereof. It is also very important for Students to
participate, interact, convey, and used appropriate answers to gather survey results
entirely done in the classroom setting discussions. Other special concerns which the
Teacher who conducted the research survey is by helping the Students when difficulty
and problem arises like how respondents reply or answer the career survey questions
effectively. Moreover, the research paper endeavors to reveal student's insight on such
issues by means of assessing themselves in a normalize approach. Also, the given
questions are timely and relevant towards their educational goals, and it addresses how
the Students answered based on their personal assessments and opinions.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
Influence of Policy and Curriculum Formulation Procedures on The Implementati...inventionjournals
ABSTRACT: Several factors have been highlighted as impediments to effective implementation of Alternative ‘B’ Mathematics curriculum in secondary schools that include; level of involvement of stakeholders and policy issues. This study however specifically dealt with the Influence of policy and curriculum formulation procedures on the implementation of Alternative ‘B’ Mathematics curriculum in secondary schools with reference to Kericho County. Leithwood's model of evaluation of curriculum implementation was adopted in this study. Descriptive survey design was chosen as the study design. A population of 157 principals, 401 teachers of Mathematics and 20 heads of secondary Mathematics curriculum at KIDC, MoE and KNEC were targeted. Simple random sampling was employed to select respondents.. Data were collected by use questionnaires and interview guides. The findings indicate that there is a strong correlation between Policy and Curriculum Formulation Procedures and acceptability of new curriculum as indicated in the Chi Square test.
WHY DO LEARNERS CHOOSE ONLINE LEARNING THE LEARNERS’ VOI.docxmansonagnus
WHY DO LEARNERS CHOOSE ONLINE LEARNING:
THE LEARNERS’ VOICES
Hale Ilgaz and Yasemin Gulbahar
Ankara University, Distance Education Center, 06830 Golbasi, Ankara, Turkey
ABSTRACT
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more and more
people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner
preferences for online learning, with most converging around the individual characteristics and differences, if not the
features of the technology and pedagogy used. For Turkey, the situation is also similar, with the number of adult learners
who prefer online learning increasing each year due to several reasons. The result of this is an increase in the number of
online programs offered by many universities. Hence, this research study has been conducted to reveal the prevailing
factors causing learners to choose online learning. Through this qualitative research regarding online learners in a state
university, it is found that having a full time job, accessibility and flexibility, individual responsibility, effective time
management, physical distance, institutional prestige, disability are the common factors for under graduate and graduate
learners in their preference for online learning. Awareness of these factors can support the stakeholders while designing
e-Learning from both technological and pedagogical points of view.
KEYWORDS
Online learning, preferences, expectations
1. INTRODUCTION
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more
and more people, resulting in an increased number of distance learners in recent years. Emphasizing that
distance education has a bright and promising future, Zawacki-Richter and Naidu (2016) stress that, “In fact,
there has never been a better time to be in the field of open, flexible, distance and online education than
now!” (p. 20).
The commonly discussed factors that make online learning attractive for adults are: independence from
time and place; accessibility, and; economic reasons. With the MOOC movement, extremely high quality
online courses are now being delivered to learners by many well-known universities. Moreover, many
universities are either providing online programs or courses as a support to traditional instruction, in the form
of blended learning, flipped classes, etc. Indeed, there are almost no universities left who don’t benefit from
these advantages of technology usage and its support in teaching-learning processes.
A variety of reasons might account for these learning preferences. Çağlar and Turgut (2014) attempted to
identify the effective factors for the e-learning preferences of university students; they concluded that,
“Efficient usage of time and reduced educational expenses were found to be on top of the list as the most
valued advantages of e-learning” (p. 46). ...
COLLABORATIVE EDUCATION: NEW FRONTIER FOR FUTURE EDUCATIONFaisalWali
Business Education & Accreditation (BEA) is distributed in print and through EBSCOHost, ProQuest ABI/Inform and SSRN.
The Journal is listed in Cabell’s publishing opportunity directories and Cabell's online. The Journal is also indexed Ulrich’s Periodicals Directory.
The Journal is ranked in The Australian Business Deans Council Ranking.
The students getting entered in colleges and universities for their higher education have some sort of motives and expectations towards their degree programs. They also have some degree of preparedness towards their educational institute and mainly towards their major subjects. The purpose of this paper is to investigate the differences in motivation, expectations and preparedness towards the higher education among first-year students on gender basis having accounting as a major subject. Data have been collected from the educational institutions of Multan. It is found that students either male or female, have same level of motives, expectations and preparedness towards higher education. The results of this study revealed no significance differences on the basis of gender among the first year students of college and university.
Jones fayettevvile principals and counselors perceptions of freshmen academy ...William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
JOURNAL OF EDUCATORS ONLINETEACHING QUANTITATIVE COURSES Okarenahmanny4c
JOURNAL OF EDUCATORS ONLINE
TEACHING QUANTITATIVE COURSES ONLINE:
ARE LEARNING TOOLS OFFERED BY
PUBLISHERS EFFECTIVE?
Mohammad Ahmadi, University of Tennessee-Chattanooga
Parthasarati Dileepan, University of Tennessee-Chattanooga
Kathleen Wheatley, University of Tennessee-Chattanooga
ABSTRACT
In recent years, online teaching has become extremely popular. Most institutions of higher learning
are offering online courses in almost every field of study. Teaching any course online is challenging, but
teaching quantitative courses, such as operations management, management science, statistics, and others,
have added a more challenging dimension to online teaching. Publishers have been assisting professors
of quantitative methods courses by developing various teaching and evaluation tools. This study explores
one such publisher’s tool, Quiz Me Mastery Points, of Pearson’s MyOmLab. The performance of students
on their examinations and the Mastery Points they earned through the Quiz Me feature were compared,
and it was determined that there was a significant correlation between the two.
Keywords: Online teaching, Quantitative courses, Quiz Me Mastery Points, MyOmLab
INTRODUCTION
In the last decade online teaching and learning
has become the norm in many institutions of higher
learning. Numerous institutions are offering online
courses both nationally and internationally. The
Online Consortium tracks online education in the
Unites States and releases an annual report entitled
The Online Report Card. The most recently
released report (Allen & Seaman, 2016) showed
there were more than 5.8 million students in the
United States enrolled in one or more online courses
in the fall of 2014. This constitutes 28.4% of all
student enrollment. The report further stated that
many academic leaders (63.31% in 2015) strongly
believe online learning is a critical component of
their long-term strategy. It also stated that 77.14%
of the chief academic officers in 2015 rated the
learning outcome of online education as good as
or better than face-to-face. However, an alarming
finding was that only 29.1% of the chief academic
officers believed their faculty accepted the value
and legitimacy of online education. These findings,
along with historic trends, reveal a mismatch
between the growth in student demand for online
course offerings and the hesitancy of faculty to buy
into the efficacy of online teaching. Reconciling
this mismatch is critical to realizing the full
potential of the online classes that the students are
increasingly expecting.
Data were collected from students in an online
MBA program (Kim, Liu, & Bonk, 2005) through
semistructured, one-on-one interviews, surveys,
and in-person focus group interviews. It was deter-
mined that over 70% of those surveyed described
their online learning experience in a positive
manner, and about 93% of the respondents were
satisfied with the quality of their online course ...
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
Presentation by Dr Madeleine Mattarozzi Laming of the Australian Catholic University, Melbourne, to the Centre for Excellence in Learning and Teaching (CELT) at the University of Wales, Newport, on Friday 5th March 2010. Introduced by the CELT Director, Professor Simon Haslett.
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Influence of Policy and Curriculum Formulation Procedures on The Implementati...inventionjournals
ABSTRACT: Several factors have been highlighted as impediments to effective implementation of Alternative ‘B’ Mathematics curriculum in secondary schools that include; level of involvement of stakeholders and policy issues. This study however specifically dealt with the Influence of policy and curriculum formulation procedures on the implementation of Alternative ‘B’ Mathematics curriculum in secondary schools with reference to Kericho County. Leithwood's model of evaluation of curriculum implementation was adopted in this study. Descriptive survey design was chosen as the study design. A population of 157 principals, 401 teachers of Mathematics and 20 heads of secondary Mathematics curriculum at KIDC, MoE and KNEC were targeted. Simple random sampling was employed to select respondents.. Data were collected by use questionnaires and interview guides. The findings indicate that there is a strong correlation between Policy and Curriculum Formulation Procedures and acceptability of new curriculum as indicated in the Chi Square test.
WHY DO LEARNERS CHOOSE ONLINE LEARNING THE LEARNERS’ VOI.docxmansonagnus
WHY DO LEARNERS CHOOSE ONLINE LEARNING:
THE LEARNERS’ VOICES
Hale Ilgaz and Yasemin Gulbahar
Ankara University, Distance Education Center, 06830 Golbasi, Ankara, Turkey
ABSTRACT
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more and more
people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner
preferences for online learning, with most converging around the individual characteristics and differences, if not the
features of the technology and pedagogy used. For Turkey, the situation is also similar, with the number of adult learners
who prefer online learning increasing each year due to several reasons. The result of this is an increase in the number of
online programs offered by many universities. Hence, this research study has been conducted to reveal the prevailing
factors causing learners to choose online learning. Through this qualitative research regarding online learners in a state
university, it is found that having a full time job, accessibility and flexibility, individual responsibility, effective time
management, physical distance, institutional prestige, disability are the common factors for under graduate and graduate
learners in their preference for online learning. Awareness of these factors can support the stakeholders while designing
e-Learning from both technological and pedagogical points of view.
KEYWORDS
Online learning, preferences, expectations
1. INTRODUCTION
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more
and more people, resulting in an increased number of distance learners in recent years. Emphasizing that
distance education has a bright and promising future, Zawacki-Richter and Naidu (2016) stress that, “In fact,
there has never been a better time to be in the field of open, flexible, distance and online education than
now!” (p. 20).
The commonly discussed factors that make online learning attractive for adults are: independence from
time and place; accessibility, and; economic reasons. With the MOOC movement, extremely high quality
online courses are now being delivered to learners by many well-known universities. Moreover, many
universities are either providing online programs or courses as a support to traditional instruction, in the form
of blended learning, flipped classes, etc. Indeed, there are almost no universities left who don’t benefit from
these advantages of technology usage and its support in teaching-learning processes.
A variety of reasons might account for these learning preferences. Çağlar and Turgut (2014) attempted to
identify the effective factors for the e-learning preferences of university students; they concluded that,
“Efficient usage of time and reduced educational expenses were found to be on top of the list as the most
valued advantages of e-learning” (p. 46). ...
COLLABORATIVE EDUCATION: NEW FRONTIER FOR FUTURE EDUCATIONFaisalWali
Business Education & Accreditation (BEA) is distributed in print and through EBSCOHost, ProQuest ABI/Inform and SSRN.
The Journal is listed in Cabell’s publishing opportunity directories and Cabell's online. The Journal is also indexed Ulrich’s Periodicals Directory.
The Journal is ranked in The Australian Business Deans Council Ranking.
The students getting entered in colleges and universities for their higher education have some sort of motives and expectations towards their degree programs. They also have some degree of preparedness towards their educational institute and mainly towards their major subjects. The purpose of this paper is to investigate the differences in motivation, expectations and preparedness towards the higher education among first-year students on gender basis having accounting as a major subject. Data have been collected from the educational institutions of Multan. It is found that students either male or female, have same level of motives, expectations and preparedness towards higher education. The results of this study revealed no significance differences on the basis of gender among the first year students of college and university.
Jones fayettevvile principals and counselors perceptions of freshmen academy ...William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
JOURNAL OF EDUCATORS ONLINETEACHING QUANTITATIVE COURSES Okarenahmanny4c
JOURNAL OF EDUCATORS ONLINE
TEACHING QUANTITATIVE COURSES ONLINE:
ARE LEARNING TOOLS OFFERED BY
PUBLISHERS EFFECTIVE?
Mohammad Ahmadi, University of Tennessee-Chattanooga
Parthasarati Dileepan, University of Tennessee-Chattanooga
Kathleen Wheatley, University of Tennessee-Chattanooga
ABSTRACT
In recent years, online teaching has become extremely popular. Most institutions of higher learning
are offering online courses in almost every field of study. Teaching any course online is challenging, but
teaching quantitative courses, such as operations management, management science, statistics, and others,
have added a more challenging dimension to online teaching. Publishers have been assisting professors
of quantitative methods courses by developing various teaching and evaluation tools. This study explores
one such publisher’s tool, Quiz Me Mastery Points, of Pearson’s MyOmLab. The performance of students
on their examinations and the Mastery Points they earned through the Quiz Me feature were compared,
and it was determined that there was a significant correlation between the two.
Keywords: Online teaching, Quantitative courses, Quiz Me Mastery Points, MyOmLab
INTRODUCTION
In the last decade online teaching and learning
has become the norm in many institutions of higher
learning. Numerous institutions are offering online
courses both nationally and internationally. The
Online Consortium tracks online education in the
Unites States and releases an annual report entitled
The Online Report Card. The most recently
released report (Allen & Seaman, 2016) showed
there were more than 5.8 million students in the
United States enrolled in one or more online courses
in the fall of 2014. This constitutes 28.4% of all
student enrollment. The report further stated that
many academic leaders (63.31% in 2015) strongly
believe online learning is a critical component of
their long-term strategy. It also stated that 77.14%
of the chief academic officers in 2015 rated the
learning outcome of online education as good as
or better than face-to-face. However, an alarming
finding was that only 29.1% of the chief academic
officers believed their faculty accepted the value
and legitimacy of online education. These findings,
along with historic trends, reveal a mismatch
between the growth in student demand for online
course offerings and the hesitancy of faculty to buy
into the efficacy of online teaching. Reconciling
this mismatch is critical to realizing the full
potential of the online classes that the students are
increasingly expecting.
Data were collected from students in an online
MBA program (Kim, Liu, & Bonk, 2005) through
semistructured, one-on-one interviews, surveys,
and in-person focus group interviews. It was deter-
mined that over 70% of those surveyed described
their online learning experience in a positive
manner, and about 93% of the respondents were
satisfied with the quality of their online course ...
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
Presentation by Dr Madeleine Mattarozzi Laming of the Australian Catholic University, Melbourne, to the Centre for Excellence in Learning and Teaching (CELT) at the University of Wales, Newport, on Friday 5th March 2010. Introduced by the CELT Director, Professor Simon Haslett.
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
An Assessment Of The Impact Of Online Quizzes And Textbook Resources On Students Learning
1. 31
An assessment of the impact
of online quizzes and
textbook resources on
students’ learning
Monica Galizzi
Introduction
Despite the widespread diffusion of teaching technology in US colleges and
universities (Goffe and Sosin,2005),for a long time economics faculty were lagging
behind instructors in other fields in adopting non-lecture teaching methods (Becker
and Watts,2001).Such hesitation could be partially explained by the fact that we still
know relatively little about how different new instructional methods and software
affect students’learning in economics classes (Katz and Becker,1999).The available
evidence is mainly based on students’learning outcomes in introductory classes,
and it is quite mixed,depending on the technology that is assessed.For example,
Agarwal and Day (1998) found that the use of the internet positively affected
students’learning and attitudes toward economics and toward their instructor.
Elliott (2003) and Lass et al.,(2007) reported improvement in students’performance
and in their enjoyment of lectures after introducing a Personal Response System.
Brown and Liedholm (2002) found,however,that students’performance in virtual
courses was inferior to that of students who took live or‘hybrid’classes where
face-to-face lectures were integrated with a variety of online material.
Web-based homework is an additional teaching tool that is quickly spreading in
response to the increasing teaching load faced by many instructors in universities
that are operating under increasingly tight budgets.Textbook publishers have
responded by offering additional online textbook resources,but we still know little
about the effectiveness of these tools.Given the availability of personal computers
and young students’familiarity with them,it is not surprising that students evaluate
online homework positively (Dahlgarn,2008; Smolira,2008).The evidence on
International Review of Economics Education
30
Raimondo,Henry J.,Louis Esposito and Irving Gershenberg (1990)‘Introductory Class
Size and Student Performance in Intermediate Theory Courses’,Journal of Economic
Education (Fall) 369–381.
Rothman,Mitchell P.and James H.Scott,Jr.(1973)‘Political Opinions and the TUCE’,
Journal of Economic Education (Spring):116–123.
Saunders,Kent T.and Phillip Saunders (1999)‘The Influence of Instructor Gender on
Learning and Instructor Ratings’, Atlantic Economic Journal 27 (4):460–473.
Saunders,Phillip and Arthur L.Welsh (1975)‘The Hybrid TUCE:Origin,Data and
Limitations’,Journal of Economic Education (Fall) 13–19.
Swartz,Thomas R.,Frank J.Bonello,and William I.Davisson (1980)‘The Misuse of the
TUCE in Explaining Cognitive Achievement’,Journal of Economic Education (Winter)
23–33.
Walstad,William B.(2001)‘Improving Assessment in University Economics’,Journal of
Economic Education (Summer) 281–294.
Walstad,William B.(2005)‘Assessment of Student Learning in Economics’,in Engaging
Teaching Methods for Undergraduate Economics: More Alternative to Chalk andTalk,
William E.Becker and Michael Watts (Eds).Northampton MA:Edward Elgar.
Webber,Don J.(2005)‘Reflections on Curriculum Development,Pedagogy and
Assessment by a New Academic’,International Review of Economics Education 4 (1):
58–73.
Acknowledgements
We would like to thank Jim Hillman in the Information and Technology Department
for help with the collection of student data available from university records.We
would also like to thank the Salisbury University economics faculty for assistance
with this project.We would like to particularly like to thank Silvana Chambers for
providing invaluable support with both the administration of our assessment tools
and for input with our teaching and learning approach changes.
Contact details
Jill Caviglia-Harris
Department of Economics and Finance
Salisbury University
1101 Camden Avenue
Salisbury,MD 21801
Email: jlcaviglia-harris@salisbury.edu
Brian Hill
Department of Economics and Finance
Salisbury University
1101 Camden Avenue
Salisbury,MD 21801
2. An assessment of the impact of online quizzes and textbook resources on students’ learning
33
enrolled full-time,but 61% of them reported that they were also working more
than 36 hours per week (only two students declared they were‘only’students with
no outside employment).This percentage suggests a student population with
higher financial need compared to the US average:Siegfried (1996) found that only
14% of students enrolled in introductory economics classes in the US worked more
than 30 hours per week.Additional records were collected to look at students’
performance in the Labor Economics class over three previous years.On average,
over the four years,only 19% of students were female,44% were seniors and 63%
were enrolled in the College of Arts and Sciences to which the Economics
Department belongs.The composition of the four classes did not significantly differ
in terms of these observable student characteristics:the p-values for χ2 tests for
differences in distribution of these characteristics across the four years were always
at least ≥ 0.20.
The two sections of the Principles of Microeconomics classes were taught in 2007.
One section had an enrollment of 42 students; the other had 44.Students came
from three different colleges:Engineering (34%),Management (30%) and Arts and
Sciences (36%).Only 21% of the students were females.
This study makes use of records of students’performance on their midterm exams,
as well as a survey that was administered to the Labor Economics students at
mid-semester.
The course and textbook websites
In 2006 the instructor developed a course website as a tool to implement at least
three of the seven principles described by Chickering and Ehrmann (1996) as good
practice in the use of educational technology:encouraging contact between
students and faculty,giving prompt feedback and emphasizing time on task.The
website listed announcements,required assignments and links to additional
readings.It also included a link to the textbook website which offered chapter
summaries,extra problems and online practice quizzes.
There were two main reasons for the need to develop a course website and to
assign more online homework.First,the fact that a very large proportion of
students were employed for at least several hours per week made it more difficult
to maintain high student attendance and alertness during class time,thus
challenging the goal of increasing students’learning and retention.Second,usually
only half of the Labor Economics class and one third of the Principles classes are
made up of students who have chosen or will choose economics as a major.The
rest of the students come from a wide variety of backgrounds including
management,engineering,political science and other disciplines.It is expected that
International Review of Economics Education
32
learning outcomes is more mixed,however.For example,Palocsay and Stevens
(2008) did not find any significant difference between the performance of students
who had been assigned a variety of web-based homework and students who had
been assigned traditional textbook-based homework.But Dufresne et al.(2002) and
Lass et al.(2007) found that online homework did lead to higher exam
performance.
The following study aims at adding some evidence to this debate by making use of
student records in one upper level economics class and in two introductory classes
to focus on the effectiveness of a specific learning tool,online homework quizzes.
This analysis builds on previous studies where the authors had posted multiple
choice questions on course websites as a supplemental study aid for students.
Harter and Harter’s (2004) study of students enrolled in a highly competitive
program which made use of web-based homework quizzes measured their
performance over three semesters against a control group of students who had
taken the same final exam during a previous semester when the web page was not
in place.They found that the opportunity to practice with online quizzes did not
statistically increase students’scores.Kibble’s (2007) study of medical students and
Hadsell’s (2009) study of finance students found,however,that exam scores
increased for students who had completed the online quizzes assigned as
homework.My study differs in its experimental design and in the studied
population:I look at online quizzes provided by textbook publishers,and my
analysis is of students enrolled in several different colleges within a public
university.In addition,I try to cast some light on this issue by using four years of
descriptive data on student performance as well as qualitative information
collected through a student survey.
The data
The student population
This study examines students’records that were collected in an upper level class in
Labor Economics and in two sections of an introductory Principles of Microeconomics
class.These classes were taught in a public university that is characterized by a
large number of students who live off campus (65%) and receive some financial
assistance (73%).Men students outnumber women (60% to 40%).Conversations
with these students also suggest a population composed largely of individuals who
are‘first generation’in college.The Labor Economics class is offered yearly and
usually enrolls about 20 students who are predominantly juniors or seniors.
Principles of Microeconomics is a prerequisite for this course.In the fall of 2006 this
course enrolled 17 students,only three of whom were female.All students were
3. An assessment of the impact of online quizzes and textbook resources on students’ learning
35
completed by 15 out of 17 students enrolled in the class (88%).After students
completed the quizzes their answers were automatically emailed to the instructor.
Because the website permitted students to correct wrong answers before
submitting the quizzes to their instructor,this homework was graded only on the
basis of the completion of the task and not on the actual number of correct answers.
To assess the validity of the textbook online quizzes as a learning tool,the
instructor decided to include some of the previously assigned online questions in
the midterm exam.The midterm exam was made up of two components:a take-
home section that included problems and essay questions (for a total of 50 points)
and a section administered in class consisting of 50 multiple choice questions.This
is the exam format that the instructor had used in previous years to accommodate
International Review of Economics Education
34
students with different training will differ in their interest toward a particular class
(McClure and Spector,2003).In the author’s experience,while the economic majors
are usually‘loyal participants’in the class,it is much more challenging to retain the
non-economics students.This is possibly due to a variety of reasons:engineering
students and others with technical backgrounds often over-estimate their ability to
satisfy the requirements of the class.They are not intimidated by the technical and
mathematical knowledge that is required by economic analysis and therefore often
decide to skip class.This leads them to miss out on discussions related to public
policy and therefore eventually to under-perform in their exams.On the other
hand,students who come from less technical majors (such as history,political
science,etc.) can be intimidated by the technical requirements but often live in
denial of their lack of understanding until it is too late to help them fill the gaps.
Given the relatively large percentage of non-economics students,therefore,the
course website aimed at providing better ongoing communication about course
requirements and feedback to students about their performance.
Finally,again because of their job commitments,students often see the class as the
main learning time during which they can absorb required material.The very
expensive textbooks are bought by students but often used in a very limited way
(Kinzie,2006).The required use of the textbook website (and specifically of tools
such as online quizzes to monitor performance) aimed at correcting this
discrepancy by increasing the value of the investment students made when they
bought the book.The textbook website included chapter summaries,quantitative
and econometric exercises,additional readings and online quizzes for each chapter.
These quizzes provided a practice opportunity for those students who had claimed
‘I am not good at multiple choice questions’,and they permitted continuous
feedback about students’performance.
Indeed,the introduction of the course website proved to be tremendously effective
in increasing students’responsiveness to the posted announcements about the
homework which was assigned in class and due on different dates.Figure 1
describes the remarkably positive effect on Labor Economics students’awareness of
their responsibilities and required work.Compared to the three previous academic
years,in the fall of 2006 the percentage of students who had submitted all the
required coursework by mid-semester had doubled.
An experiment to test the effectiveness of the textbook website
During the first half of the semester,Labor Economics students were assigned several
homework exercises:problem sets,extra readings and manipulation of data
extracted through the Web.They were also asked to answer six online quizzes
corresponding to six chapters of their textbook.This assignment was fully
33%
26%
21%
53%
0%
10%
20%
30%
40%
50%
60%
Fall 03 Fall 04 Fall 05 Fall 06
Academic year
Percent
of
students
Figure 1: Percent of students who completed ALL required homework by mid semester
(upper level class)
0
5
10
15
20
25
30
35
40
45
50
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
student ID
correct
answers
new quizzes:a
selected online
quizzes:b
total multiple
choices:a+b
problems and
essay questions
Figure 2: Individual students’scores in midterm term (upper level class)
4. An assessment of the impact of online quizzes and textbook resources on students’ learning
37
International Review of Economics Education
36
different learning styles and to capture different dimensions of learning.This time,
however,25 out of the 50 multiple choice questions were ones that students had
previously encountered and answered in the online quizzes.Students were not told
about this design of the multiple choice exam.The results of this experiment were
quite surprising as shown in Figure 2.
Overall I found a strong correlation between students’performance in the multiple
choice section of the exam and in the section consisting of problems and essays,as
shown in the two top lines in the diagram.(The correlation coefficient was 0.74.)
However,Figure 2 also shows that there was no systematic pattern supporting the
hypothesis that students were better able to correctly answer the quizzes they had
already completed online as homework.While there was clearly a correlation in
students’performance across the two different sets of multiple choice questions
Table 1: Students’performance in exam questions
Number Average number of correct answers Average
of to multiple choice questions: a score in
students essays/
questions questions all problems
previously never questions section b
answered seen
online before
Labor Economics 17 16 15 31 32
ρ c = 0.63 ρ c = 0.74
p-value d = 0.15
Principles of Micro: 41 12 12 24 21
section 1 ρ c = 0.39 ρ c = 0.56
p-value d = 0.47
Principles of Micro: 33 12 13 26 24
section 2 ρ c = 0.52 ρ c = 0.49
p-value d = 0.12
Notes:
a The total number of multiple choice questions was 50 in the Labor Economics class
and 40 in the Principles classes.They were evenly divided between new and previously
answered questions.
b The total possible score in the essays/problems section was 50 in the Labor Economics
class and 40 in the Principles classes.
c ρ indicates correlation coefficients between individual scores in the two multiple
choice sections
d The p-value is for a two sample t tests for differences in mean values.
(lines a and b in the diagram; correlation coefficient 0.63),a statistical t-test rejected
the hypothesis that there was any statistically significant difference in the mean of
correct answers between the two groups of multiple choice questions (p-value =
0.15) (Table 1).
To further assess the results,the instructor compared the overall performance in
the two combined multiple choice sections of the exam with records from classes
taught in three previous academic years.Grading policy and exam difficulty was
consistent across all years because the multiple choice questions had been
extracted from the same textbook test bank and were either identical or tested the
same concepts at the same difficulty level (except for the exam administered
during the experiment with half the multiple choice questions extracted from the
homework online quizzes).Figure 3 reflects this analysis.
Once again t-tests were conducted to test for differences in mean scores,and the
mean performance was found to be not statistically significant across the different
academic years (p-values at least > 0.26).The opportunity to preview and practice
online the material covered in the text did not result in better performance:
students did not show a significantly greater ability to answer correctly the multiple
choice questions they had already been exposed to,and their overall performance
in the exam did not improve.
Because students found out about the‘surprise’component of the experiment
(students realized that they had been tested on questions they had already
answered as homework),it was not possible to replicate this experiment with other
exams of the Labor Economics class.Therefore,the same experiment was conducted
the following year,2007,with two sections of a Principles of Microeconomics class.
33.5
29.76
27.8
30.7
32.27
28 27
29
0
5
10
15
20
25
30
35
40
45
50
2003 2004 2005 2006
Academic year
Mean
Median
#
of
multiple
choice
questions
Figure 3: Correct answers to multiple choice questions (upper level class)
5. An assessment of the impact of online quizzes and textbook resources on students’ learning
39
There were,however,also some dissenting voices,noting how online quizzes may
be difficult to monitor and how quizzes do not really test the depth of students
understanding:
‘I did them each time; it was useful because it made you read the textbook.
It was helpful for me but if someone wanted to they could easily cheat on it.
I don’t think it’s the best representation of what students understand’
‘I have completed every quiz assigned.I found it somewhat helpful because
the midterm exam was based strongly on these types of questions.
However,I tend to retain information more so when assigned analytical,
essay type questions and problems.I did not find it very helpful in studying
and understanding concepts because there is very little room for personal
relevance.I do find online assignments useful because in any industry these
tools are essential.Familiarity with technological application to assignments
will better prepare us for a professional career.’
‘When I did the online quizzes I simply looked at the question and tried go
back and find the answer in my book.No problem there.A problem arose,
for me,when it came time to decide which of these questions were
important or not.(Which ones should I study?) I could not decide.If I cannot
decide which questions need more attention in order for me to grasp the
concepts,then I will not know what to study for when it comes time for the
final or midterm.I actually felt the questions asked were not important
because they did not relate so much to the material which was taught in
class,and being a student,I focused on what the professor focused on in
class.I realize now that I am a fool for underestimating these questions.’
In addition,only three out of the 14 survey respondents reported that they used
the additional online textbook resources,and it was always just to read the
summaries of the textbook chapters.
Discussion and conclusions
This study aims to assess the value of online textbook resources.In particular,it
focuses on the learning that occurs through the use of online textbook quizzes.It
makes use primarily of records collected in a Labor Economics class.However,
because of the small number of students observed in this upper level class,a
problem that is often encountered in analyses that explore students’learning in
web-enhanced or intermediate courses (Anakwe,2008; Dahlgran,2008; Mukherjee
and Cox,2001; Smolira,2008),this study’s main results were also tested on two
larger sections of an introductory level Principles of Microeconomics class.
International Review of Economics Education
38
This produced a total of 74 additional students.Again,students were previously
assigned online quizzes as homework which could be found on the textbook
website.Without students knowing,some of these quizzes were then included in
the multiple choice section of a mid-term exam.Table 1 compares the results of this
experiment across the different classes.This time,the average number of correct
answers was actually the same or higher in the‘new’multiple choice questions,but
again the mean score was found to be not statistically different from that of the
previously answered on-line quizzes.Compared to the upper level class,however,I
found lower correlation coefficients between the two sets of multiple choice
questions (0.39 and 0.52) and between the whole multiple choice section and the
problems and essay sections of the exam (0.56 and 0.49).
These results lead to the conclusion that while multiple choice tests are reasonable
predictors of students’overall performance,homework consisting in online quizzes
did not have any significant effect on students’performance:most students who
did well in the exam did so regardless of whether or not they had already
encountered and answered some of the exam questions in their online homework.
Students’feedback
A possible explanation of these results could be that students had not really
applied themselves seriously to the solutions of the homework online quizzes.After
all,they knew that what counted was their participation in this homework and not
their final performance on it:the instructor had decided not to make the
performance on the online quizzes a component of the grade because the
textbook website technology permitted students to revise their answers before
submitting them.A different textbook website could have been‘smarter’in this
regard,but still would not have solved the problem of monitoring whether
students were answering online quizzes on their own or with other people’s help.
Had this been the case,then online quizzes would have represented neither a valid
performance measure nor a real learning moment for students.Surprisingly,
however,students’assertions suggested the opposite.The instructor had decided
to administer an open responses survey at mid-semester.The goal was to better
understand the use that students had made of the textbook online resources.
Specific questions were asked about the textbook online quizzes.82% of students
returned the survey.Their responses could be summarized in this quote:
‘I did the online quizzes when they were assigned.I found them helpful for
pulling out the key points in the chapter.I would go back and reread the
sections in the book that contained the answers for the questions.I know if I
had gone back over the questions again before the test I would have done
better.I didn’t mind these assignments;they are easy enough to get to and use.’
6. An assessment of the impact of online quizzes and textbook resources on students’ learning
41
2001; Buckles and Siegfrid,2006),although this study confirms that multiple choice
tests are reasonable predictors of students’overall performance (Walstad and
Becker,1994; Mukherjee and Cox,2001; Anakwe,2008).But multiple choice tests are
unlikely to disappear (Schaur et al.,2008),given the heavy teaching load faced by
faculty in many academic institutions.These are often the same schools where,
given students’socio-economic status and conflicting time demands,online work
may legitimately be seen as a tool to increase students’learning and retention.The
results of this study confirm that web homework increases students’participation,
but that textbook online multiple choice quizzes do not represent the best
investment for time spent online.They are not the useful learning tools that
textbook publishers and,even more so,instructors would like them to be.Students
need more comprehensive and interactive online assignments.
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The use of textbook resources was part of the more general implementation of a
course website.The introduction of the course website by itself had a very positive
effect in increasing students’commitment to their coursework.The instructor
noticed a remarkable increase both in terms of completion of the required
assignments and in terms of the use students made of their textbook and of
additional written resources.However,participation in online textbook assignments
did not make any significant difference in the students’ability to score higher
grades on their written exams.This happened,despite the fact that the exam
included several quizzes that had been previously assigned as online homework.
The analysis of qualitative data collected through an open response survey,
however,suggested that many students found the online homework to be quite a
useful study tool,feedback similar to what has been documented in other studies
(Tse et al.,2007; Smolira,2008).
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of the textbook online quizzes (the website technology permitted students to
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grades) students may be induced to cheat (Kibble,2007; Passow et al.,2006).
A different or additional explanation could be,however,that the large majority of
observed students were heavily involved in work activities outside of school:61%
of students enrolled in the upper level class had responded that they were
registered as full-time students but also employed for more than 36 hours per
week.This type of student is known to face difficulties with school work (Devadoss
and Foltz,1996; Kirby and McElroy,2002; Stinebrickner and Stinebrickner,2003),and
for them classroom time constitutes the main learning component of their college
experience.The introduction of a course website and the required online
homework quizzes increased their dedication and participation in the class.The
availability of online textbook resources did not significantly change the
effectiveness of the time students actually dedicated to studying,however.
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Acknowledgments
I thank Mary Beaudry,Alease Bruce,Steven Tello and the participants in the
University of Massachusetts Lowell workshop on 'Reflective Teaching with
Technology.' They all offered many useful insights and comments.
Contact details
Monica Galizzi
University of Massachusetts Lowell
Falmouth 302 F
One University Avenue
Lowell,MA 01854
Tel: (978)934-2790
Fax: (978)934-3071;
Email: Monica_Galizzi@uml.edu
International Review of Economics Education
42
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