Using Low-Stakes Quizzes to Encourage Mastery

Description Information retention and transfer can be enhanced when a learner is given multiple opportunities to recall new information. In an online course, this can be done by integrating low-stakes quizzes that allow multiple attempts and providing meaningful feedback on students’ performance. Offering a low incentive and multiple attempts will help to remove the pressure often …

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Incorporate a Syllabus Quiz to Orient Students

Description In the online environment, it is important to provide clear expectations, policies, and grading expectations and to ensure that students are familiar with these policies and expectations (California State University, Chico, 2014). You may have a very detailed syllabus. However, students may not carefully read all of these details. By creating a syllabus quiz …

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Use Group Evaluation to Assess Group Work

Description In team-based learning, students work in groups on outcome-based or problem-based assignments. Assessing the work produced by teams, however, presents a significant challenge, and this difficulty is especially prominent in online environments. Developing and implementing a transparent assessment process that both supports and recognizes individual and group learning can generate a powerful combination of …

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Evaluate the Usefulness of Technology Tools in Teaching and Learning

Description Research has shown that technology doesn’t really guarantee learning, but meaningful uses of technology can engage students but also improve learning (Kozma, 1994; Mayer, 2003). It is important to evaluate technology adoption practices for continuous improvement in teaching and learning. The technology acceptance model (TAM) is a survey instrument that has been widely-used to …

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Collect Student Feedback Using Course Evaluations

Description University faculty often receive course evaluations from students, but it is rare that these evaluations are used to improve teaching methods or course design (Golding & Adam, 2016). This reluctance is often due to instructor perceptions of course evaluations as lacking validity and reliability, but according to a study done by Benton and Cashin …

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