You are here

Home » Content

ONLINE QUIZZES IN A VIRTUAL LEARNING ENVIRONMENT AS A TOOL FOR FORMATIVE ASSESSMENT

Journal Name:

  • Journal of Technology and Science Education

Publication Year:

  • 2016
DOI: 
http://dx.doi.org/10.3926/jotse.217

Key Words:

Author Name
Abstract (2. Language): 
Assessment in education employing web tools, also known as e-assessment, deals with the effective use of technology to support successful instruction. The aim of this study was to investigate learning outcomes and the students' attitudes to online Moodle quizzes in order to improve instructional design. The research population included 204 college students enrolled in life sciences who were participating in an introductory physics course. A blended learning model was used, based on large, traditional faceto- face lectures, practice sessions held with smaller groups of about 25 students and a rich Moodle learning environment. The students' knowledge and understanding were assessed weekly throughout the semester, using two different methods: three ordinary short written tests and online quizzes in the Moodle environment. The students' attitudes towards the online quizzes as compared to the written tests were investigated by questionnaire. Results indicate that both the average grade on written tests and the average grade on online quizzes were found to be significant predictors of the grade on the final exam. Students significantly improved their scores and greatly shortened their performance time on the last attempts of the online quiz, as compared to their first attempts. The investigation into the students’ attitudes towards online quizzes reveals a generally positive attitude. Learning outcomes and the students' attitudes to online Moodle quizzes were considered to improve instructional design, which demonstrates formative assessment in higher education.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-online-quizzes-virtual-learning-environment-tool-formative-assessment.pdf
  • 3
188
208
  • English

REFERENCES

References: 

Alonso, F. López, G., Manrique, D., & Viñes, J.M. (2005). An instructional model for web-based
e-learning education with a blended learning process approach. British Journal of Educational
Technology, 36(2), 217-235. http://dx.doi.org/10.1111/j.1467-8535.2005.00454.x
Angell, C., Guttersrud, Ø., Henriksen, E.K., & Isnes, A. (2004). Physics: Frightful, but fun.
Pupils' and teachers' views of physics and physics teaching. Science Education, 88(5), 683-706.
http://dx.doi.org/10.1002/sce.10141
Beatty, I.D., & Gerace, W.J. (2009). Technology–enhanced formative assessment: A researchbased
pedagogy for teaching science with classroom response technology. Journal of Science
Education and Technology, 18, 146-162. http://dx.doi.org/10.1007/s10956-008-9140-4
Belcher, J., & Dori, Y. (2005). How does technology-enabled active learning affect undergraduate
students’ understanding of electromagnetism concepts?. The Journal of the Learning Sciences, 14(2),
243-279. http://dx.doi.org/10.1207/s15327809jls1402_3
Bonham, S.W., Deardorff, D.L., & Beichner, R.J. (2003). Comparison of student performance
using web and paper-based homework in college-level physics. Journal of Research in Science
Teaching, 40(10), 1050-1071. http://dx.doi.org/10.1002/tea.10120
Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How People Learn. Washington, DC:
National Academy Press.
Brown, J.S. (2006). New learning environments for the 21st century: Exploring the edge. Change:
The Magazine of Higher Learning, 38(5), 18-24. http://dx.doi.org/10.3200/CHNG.38.5.18-24
Brown, S., Race, P., & Smith, B. (1996). 500 tips on assessment. London: Kogan Page.
Chandra, V., & Watters, J.J. (2012). Re-thinking physics teaching with web-based learning.
Computers & Education, 58(1), 631-640. http://dx.doi.org/10.1016/j.compedu.2011.09.010
Clark, R., Kirschner, P.A., & Sweller, J. (2012). Putting students on the path to learning: The case
for fully guided instruction. American Educator, Spring, 6-11.
Cole, R.S., & Todd, J.B. (2003) Effects of web-based multimedia homework with immediate rich
feedback on student learning in general chemistry. Journal of Chemical Education, 80(11),
1338-1343. http://dx.doi.org/10.1021/ed080p1338Collins, A. (1992). Toward a design science of education. In E. Scanlon & T. O'Shea (Eds.), New
Directions in Educational Technology (pp. 15-20). Berlin: Springer-Verlag. http://dx.doi.org/10.1007/978-
3-642-77750-9_2
Daly, C., Pachler, N., Mor, Y., & Mellar, H. (2010). Exploring formative e-assessment: Using case
stories and design patterns. Assessment & Evaluation in Higher Education, 35(5), 619-636.
http://dx.doi.org/10.1080/02602931003650052
Garrison, D.R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential
in higher education. The Internet and Higher Education, 7(2), 95-105.
http://dx.doi.org/10.1016/j.iheduc.2004.02.001
Gikandi J.W., Morrow, D., & Davis, N.E. (2011). Online formative assessment in higher
education: A review of the literature. Computers & Education, 57(4), 2333-2351.
http://dx.doi.org/10.1016/j.compedu.2011.06.004
Hauk, S., & Segalla, A. (2005). Student perceptions of the web-based homework program
WeBWorK in moderate enrollment college algebra classes. Journal of Computers in Mathematics and
Science Teaching, 24(3), 229-253.
Johnson, W.L., Rickel, J.W., & Lester, J.C. (2000). Animated pedagogical agents: Face-to-face
interaction in interactive learning environments. International Journal of Artificial Intelligence in
Education, 11(1), 47-78.
Kali, Y. (2006). Collaborative knowledge building using the Design Principles Database. Computer-
Supported Collaborative Learning, 1, 187-201. http://dx.doi.org/10.1007/s11412-006-8993-x
Katsamani, M., Retalis, S., & Boloudakis, M. (2012). Designing a Moodle course with the
CADMOS learning design tool. Educational Media International, 49(4), 317-331.
http://dx.doi.org/10.1080/09523987.2012.745771
Kortemeyer, G. (2009). Gender differences in the use of an online homework system in an
introductory physics course. Physical Review Special Topics-Physics Education Research, 5(1), 010107.
http://dx.doi.org/10.1103/PhysRevSTPER.5.010107
Kortemeyer, G., Kashy, E., Benenson, W., & Bauer, W. (2008). Experiences using the open-source
learning content management and assessment system LON-CAPA in introductory physics
courses. American Journal of Physics, 76(4), 438-444. http://dx.doi.org/10.1119/1.2835046Lehman, R. (2007). Learning objects repositories. New Directions for Adult and Continuing Education,
113, 57–66. http://dx.doi.org/10.1002/ace.247
Liberatore, M.W. (2011). Improved student achievement using personalized online homework for
a course in material and energy balances. Chemical Engineering Education, 45(3), 184-190.
Liu, S.H. (2011). Factors related to pedagogical beliefs of teachers and technology integration.
Computers & Education, 56(4), 1012-1022. http://dx.doi.org/10.1016/j.compedu.2010.12.001
Martin-Blas, T., & Serrano-Fernandez, A. (2009). The role of new technologies in the learning
process: Moodle as a teaching tool in Physics. Computers & Education, 52, 35-44.
http://dx.doi.org/10.1016/j.compedu.2008.06.005
McGuire, L. (2005). Assessment using new technology. Innovations in Education and Teaching
International, 42(3), 265-276. http://dx.doi.org/10.1080/01587910500168025
Mestre, J., Hart, D.M., Rath, K.A., & Dufresne, R. (2002). The effect of web-based homework on
test performance in large enrollment introductory physics courses. Journal of Computers in
Mathematics and Science Teaching, 21(3), 229-251.
Mor, Y., & Winters, N. (2007). Design approaches in technology-enhanced learning. Interactive
Learning Environments, 15(1), 61-75. http://dx.doi.org/10.1080/10494820601044236
Nicol, D. (2009). Assessment for learner selt-regulation: Enhancing achievement in the first year
using learning technologies. Assessment & Evaluation in Higher Education, 34(3), 335-352.
http://dx.doi.org/10.1080/02602930802255139
Nirmalakhandan, N. (2007). Computerized adaptive tutorials to improve and assess problemsolving
skills. Computers & Education, 49(4), 1321-1329.
http://dx.doi.org/10.1016/j.compedu.2006.02.007
Novak, G.M., Patterson, G.T., & Gavrin, A.D. (2000). Just in time teaching: Blending active learning with
web technology. Upper Saddle River, NJ: Prentice Hall.
Pachler, N., Daly, C., Mor, Y., & Mellar, H. (2010). Formative e-assessment: Practitioner cases.
Computers & Education, 54(3), 715-721. http://dx.doi.org/10.1016/j.compedu.2009.09.032
Pintrich, P.R., & De Groot, E.V. (1990). Motivational and self-regulated learning components of
classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
http://dx.doi.org/10.1037/0022-0663.82.1.33Psycharis, S., Chalatzoglidis, G., & Kalogiannakis, M. (2013). Moodle as a learning environment in
promoting conceptual understanding for secondary school students. Eurasia Journal of
Mathematics, Science & Technology Education, 9(1), 11-21.
Pundak, D., Herscovitz, O., Shacham, M., & Wiser-Biton, R. (2009). Instructors' attitudes toward
active learning. Interdisciplinary Journal of E-Learning and Learning Objects, 5, 215-232.
Pundak, D., Maharshak, A., & Rozner, S. (2004). Successful pedagogy with web assignments
checker. Journal of Educational Technology Systems, 33(1), 67-80. http://dx.doi.org/10.2190/RQXE-RFB4-
V254-F8MP
Pundak, D., & Rozner, S. (2008). Empowering engineering college staff to adopt active learning
methods. Journal of Science Education and Technology, 17(2), 152-163. http://dx.doi.org/10.1007/s10956-
007-9057-3
Romero, C., Ventura, S., & García, E. (2008). Data mining in course management systems:
Moodle case study and tutorial. Computers & Education, 51(1), 368-384.
http://dx.doi.org/10.1016/j.compedu.2007.05.016
Sanders, D.W., & Morrison-Shetlar, A.I. (2001). Student attitudes toward Web-enhanced
instruction in an introductory biology course. Journal of Research on Computing in Education, 33(3),
251-262. http://dx.doi.org/10.1080/08886504.2001.10782313
Shea, P.J., Pickett, A.M., & Pelz, W.E. (2003). A follow-up investigation of “teaching presence” in
the SUNY Learning Network. Journal of Asynchronous Learning Networks, 7(2), 61-80.
Shepherd, C. (2006). Objects of Interest. Available online at:
http://olc.gre.ac.uk/ET/ELD/KNTI/etutres.NSF/76cf225430685dbc8025651a007...
6c470053b195/$FILE/lrngobjects.pdf. (Last access date: February 5th, 2015).
Shemla, A., & Nachmias, R. (2006). How do lecturers integrate the Web in their courses? Websupported
courses at Tel-Aviv University. World Conference on Educational Multimedia, Hypermedia
and Telecommunications, 1, 347-354.
Siemens, G., & Long, P. (2011). Penetrating the fog: Analytics in learning and education. Educause
Review, 46(5), 30-32.
Simon, D.P., & Simon, H.A. (1978). Individual differences in solving physics problems. In R.
Siegler (Ed.), Children's thinking: What develops? (pp. 325-348). Hillsdale, NJ: Lawrence Erlbaum
Associates.Stödberg, U. (2012). A research review of e-assessment. Assessment & Evaluation in Higher
Education, 37(5), 591-604. http://dx.doi.org/10.1080/02602938.2011.557496
Treagust, D.F., Jacobowitz, B., Gallagher, J.L., & Parker, J. (2001). Using assessment as a guide in
teaching for understanding: A case study of a middle school science class learning about sound.
Science Education, 85, 137-157.
http://dx.doi.org/10.1002/1098-237X(200103)85:2<137::AID-SCE30>3.0.CO;2-B
Trow, M. (1999). Lifelong learning through the new information technologies. Higher Education
Policy, 12(2), 201-217.
Wang, F., & Hannafin, M.J. (2005). Design-based research and technology-enhanced learning
environments. Educational Technology Research and Development, 53(4), 5-23.
http://dx.doi.org/10.1007/BF02504682
Wiley, D.A. (2000). Connecting learning objects to instructional design theory: A definition, a
metaphor, and a taxonomy. In D. A. Wiley (Ed.), The Instructional Use of Learning Objects. Available
online at: http://wesrac.usc.edu/wired/bldg-7_file/wiley.pdf. (Last access date: February 5th, 2015).
Yen, J.C., & Lee, C.Y. (2011). Exploring problem solving patterns and their impact on learning
achievement in a blended learning environment. Computers & Education, 56(1), 138-145.
http://dx.doi.org/10.1016/j.compedu.2010.08.012

Thank you for copying data from http://www.arastirmax.com