Active learning through online quizzes: better learning and less (busy) work.
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| Title: | Active learning through online quizzes: better learning and less (busy) work. |
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| Authors: | Cook, Brian Robert1 (AUTHOR) brian.cook@unimelb.edu.au, Babon, Andrea1 (AUTHOR) |
| Source: | Journal of Geography in Higher Education. Feb2017, Vol. 41 Issue 1, p24-38. 15p. |
| Subject Terms: | *Active learning, *Rating of students, *Learning, *Student attitudes, *Teacher-student relationships, *Young adults, *Higher education |
| Abstract: | Active learning is increasingly promoted within institutions of higher education to assist students develop higher order thinking and link knowledge to meaning. In this paper, the authors evaluate the use of weekly online quizzes based on prescribed preparatory material as a tool to incentivize preparatory reading in order to enable and encourage active learning. The study is based on mixed data sources, including three years of student-evaluation data, to understand student perceptions of the role and value of online quizzes. The study shows a high level of student engagement with the quizzes and positive assessment of their role in encouraging the completion of prescribed reading. Online quizzes were found to be an effective mechanism for incentivizing student completion of preparatory work, enhancing active learning (such as through in-class discussions), and were relatively time efficient from the perspective of the educator. [ABSTRACT FROM PUBLISHER] |
| Copyright of Journal of Geography in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Active learning is increasingly promoted within institutions of higher education to assist students develop higher order thinking and link knowledge to meaning. In this paper, the authors evaluate the use of weekly online quizzes based on prescribed preparatory material as a tool to incentivize preparatory reading in order to enable and encourage active learning. The study is based on mixed data sources, including three years of student-evaluation data, to understand student perceptions of the role and value of online quizzes. The study shows a high level of student engagement with the quizzes and positive assessment of their role in encouraging the completion of prescribed reading. Online quizzes were found to be an effective mechanism for incentivizing student completion of preparatory work, enhancing active learning (such as through in-class discussions), and were relatively time efficient from the perspective of the educator. [ABSTRACT FROM PUBLISHER] |
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| ISSN: | 03098265 |
| DOI: | 10.1080/03098265.2016.1185772 |
