通过调查和在线课程的前测/后测来评估学生的学习情况

Jacob C. Domenghini, D. Bremer, S. Keeley, J. Fry, C. Lavis, Steve J. Thien
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引用次数: 1

摘要

近年来,远程教育和在线课程的数量迅速增长。研究人员开发了一种调查方法来衡量学生在堪萨斯州立大学开设的一门名为“草坪和景观中的水问题”的在线课程中的学习情况。本课程探讨与城市化流域灌溉相关的关键水问题,专为希望通过远程教育提高知识和职业发展的学生和行业专业人士而设计。这门课由四位教授共同授课,每位教授都有各自的专业领域。除了向学生传达相关内容外,教师还关注了材料呈现的过程。具体来说,他们强调在布置作业和讲课时创造意义。如果一个讲座有意义,对学习者来说有意义,那么记住信息的可能性就会更高。采用前后测试来衡量学生在七个课程模块中的学习水平,并采用调查来评估学生对每个讲座、作业和考试的理解水平和意义。分数从测试前到测试后都有所增加,表明学生学习了模块中呈现的概念。调查结果显示,87%的课程内容是有意义的,80%的课程内容对学生有意义。在这些高价值的感觉和意义中,学生的学习能力随着意义的增加而提高,但不受感觉的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Assessing Student Learning with Surveys and a Pre-Test/Post-Test in an Online Course
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.
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