Active Learning through Online Quizzes: Better Learning and Less (Busy) Work

Autor/inn/en	Cook, Brian Robert; Babon, Andrea
Titel	Active Learning through Online Quizzes: Better Learning and Less (Busy) Work
Quelle	In: Journal of Geography in Higher Education, 41 (2017) 1, S.24-38 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2016.1185772
Schlagwörter	Active Learning; Teaching Methods; Computer Assisted Testing; Student Evaluation; Student Attitudes; Learner Engagement; Student Motivation; Discussion (Teaching Technique); Reading Assignments; Foreign Countries; College Students; Geography; Multiple Choice Tests; Integrated Learning Systems; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Schülerverhalten; Schulische Motivation; Ausland; Collegestudent; Geografie; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Statistische Analyse; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01