Assessing Student Learning with Surveys and a Pre-Test/Post-Test in an Online Course

Abstract

Distance education and the number of courses offered online have grown rapidly in recent years. A survey method was developed to measure student learning in an online course entitled “Water Issues in the Lawn and Landscape” offered at Kansas State University. This course examines critical water issues related to irrigation in urbanizing watersheds and is designed for students and industry professionals who want to enhance their knowledge and careers through distance education. This class is co-taught by four professors, each contributing from their area of expertise. In addition to conveying relevant content to students, the instructors focused on the process in which the material was presented. Specifically, they emphasized creating sense and meaning while developing each assignment and lecture. If a lecture makes sense and has meaning for the learner, the probability of retaining information may be higher. A pre- and post-test was used to measure the level of student learning in each of seven course modules, and surveys were used to evaluate the level of sense and meaning that each lecture, assignment, and exam had for the students. Scores increased from pre- to post-test, indicating the students learned concepts presented in the modules. Survey results revealed that 87% of the course content made sense and 80% had meaning for the students. Within these high values of sense and meaning, student learning improved as meaning increased but was unaffected by sense.