Computer Science – Performance
Scientific paper
Jan 2011
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2011aas...21720901g&link_type=abstract
American Astronomical Society, AAS Meeting #217, #209.01; Bulletin of the American Astronomical Society, Vol. 43, 2011
Computer Science
Performance
Scientific paper
Online classes are here to stay. This appears to be true regardless of whether or not student performance in online environments is really comparable to performance levels in comparable face-to-face instruction (e.g., Ury & Ury 2005, Slater & Jones 2004, Brown & Liedholm 2002). This report avoids that unwieldy question and instead concentrates on the opportunities for online courses to build on their potential to improve upon standard classroom settings. An introductory astronomy course has been designed that utilizes MasteringAstronomy and Blackboard to provide a course structure that varies depending on the results of pre-tests and quizzes. Software flags unlock additional tutorials and formative assessments for students who perform poorly on the pre-tests and gatekeeper quizzes. This "long track” involves no grade penalty, but does require additional time on task. While some students withdraw in frustration, the majority of students who find themselves on the "long track” express appreciation at being encouraged to finally learn the material. Meanwhile, the high performing students proceed quickly toward the unit exams, completing their work fairly quickly but tending to spend more time interacting within the Discussion Forums. Overall, this ability to provide differentiated instruction is a meaningful improvement over instructional approaches that can be implemented in a large enrollment face-to-face classroom.
Brown, B. & Liedholm, C., 2002, Am. Economic Review, 92, 444
Slater, T. & Jones L., 2004 Astronomy Education Review, 3(1)
Ury, G. & Ury, C., 2005, Proc ISECON, 22
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