Exam Performance in a Hybrid Course: A Model for Assessing Online and In Class Exam Delivery Modes

Size: px
Start display at page:

Download "Exam Performance in a Hybrid Course: A Model for Assessing Online and In Class Exam Delivery Modes"

Transcription

1 Exam Performance in a Hybrid Course: A Model for Assessing Online and In Class Exam Delivery Modes Susan M.Siegmann[1],Danyelle Moore[2],Christopher P.Aquino[3] ABSTRACT This study involved the impact of different assessment techniques in a higher education hybrid classroom. The study assessed the differences in exam results when student exams were proctored in-class versus online. In a freshmen level international business course twenty-four students participated in the study. The study was conducted with three conditions; students were administered four fifty-question multiple-choice exams with periodic retesting (N=24), a post-exam survey was distributed after exam one which provided feedback regarding student perceptions (N=24), and student feedback regarding the preference of the modes of delivery of exams was noted by the professor throughout the course (N=24). The proctored in-class retest scores for the students after taking the exam online indicated that they retained the material better than when the exam was first administered in a proctored in-class format. In general, exam scores were higher when the exam was administered online verses proctored in-class. The implications of these findings and the model developed by the authors to capture them are discussed herein. Keywords:0 hybrid classroom, blended teaching, exam delivery method, onlineexamintegrity,studentperceptions,highereducation,business [1]Associate Professor of Business, Niagara County Community CollegeInstructional Support Specialist Niagara University [2]Instructional Support Specialist, Niagara University [3]Assistant Professor of Accounting, Niagara University INTRODUCTION0 ExamPerformanceinaHybridCourse:OnlineversusProctoredInGClassExams Asassessmentofstudentperformancehasevolved,sohastheresearchassociatedwithit.Arelevantand timelyquestionlinkedtotheissueofassessmentiswhetherthemodeofdeliveryofanexamimpactsstudent performance.inotherwords,ifanexamisadministeredonlineratherthanproctoredingclass,willstudent performancebeaffected? ThisstudyinvolvesacomparativeanalysisofonlineandproctoredinGclassassessmentsinahighereducation hybridinternationalbusinessfreshmenlevelcourse.forthepurposesofthisstudy,a hybridcourse is consideredacoursethatemploysbothproctoredingclassandonlinedeliverymethods(babsonsurvey ResearchGroup,Pearson,SloanGC,2012).Thewayinwhichaprofessorchoosestoincorporatetechnologyina hybridcoursemayvary,buttheywillalmostalwaysusealearningmanagementsystemsandotherwebgbased toolstoattempttoaddvaluetothelearningexperience.johnson(nmc"horizon"report,"2013)states, technologyisgoingtocontinuetobeapartoftheclassroom whichshouldencourageprofessorstofind morewaystoincorporateit.theincreasinguseoftechnologyintheclassroommeansprofessorsmust determinehowitcanbeusedeffectivelyforthedeliveryofcoursecontent.inaddition,technologyallows studentstoexploreandlearninwaystheywouldnototherwisebeableto.forexample,goingonafieldtrip toanartmuseuminaforeigncountrymaynotbeanoption,buta virtual fieldtriptothemuseumbywayof theinternetmaybefeasible. 70

2 Oneofthepossiblechangescausedbytheincreaseduseoftechnologyineducationisthemodeofdeliveryof assessmentactivities.changingfromproctoredingclasstoonlineexamsmayallowforincreasedprofessorg studentinteractionduringhybridclasstimebecausetheexamcannowbeadministeredoutsideofregular classtime.thisaddsmoretimeforstudentgstudentandstudentgprofessorinteraction(orcommunity building.)respondingtothediverseneedsanddemandsofstudents(e.g.,distancelearning,reducedtravel timeandcost,necessityformoreflexibilityinschedules,etc.),manyhighereducationprogramshaveadded moreonlineandhybridcourses.(garrison&kamuka,2004).thisprovidesgreateropportunityforcreatinga collaborativeatmospherefilledwithengageddiscussionintheclassroom. Inthisstudy,theprimarypurposeforassessmentactivitiesistomeasuretheamountofmaterialastudenthas retainedandcanrecall.theprofessoradministeredbothonlineandproctoredingclassassessmentsto determinewhetherthemodeofdeliveryforexamsplayedapartinlearningretentionandrecall.thisstudy tookplaceatatwogyearstateschoolofhighereducationandinvolvedatotaloftwentygfourstudentsintwo freshmenlevelinternationalbusinessclassesusingthesameteachingmethods(samecourse). Literature0Review0 ThetransitioninthedeliveryofcoursesfromtraditionalproctoredinGclasstoonlineandhybridinhigher educationisdrivingtheneedforincreasedresearchofteachingandassessmenttechniques.today,threein tencollegestudentsreporttakingatleastoneonlinecourse,thatisupfromoneintenin2003(stengel,2012). Thecollegesoftodayneedtobepreparedtomanagetheincreaseindemandforonlinecontent. Existing literaturesuggeststheneedtosearchforpedagogicalapproachestoonlineeducationthatimprovethequality ofstudentlearning,stimulatefacultyintellectualgrowth,andenhanceoverallacademicproductivity (Bishop, 2003).Effectiveassessmentisacriticalcomponentofqualitylearningandacademicproductivity. Onewaycollegesareaddressingtheincreaseddemandforonlinecontentdeliveryisbyofferinghybrid courses.ahybridorblendedcourseisacoursewherea substantialproportionofthecontent(30g79%)is deliveredonline,typicallyusesonlinediscussions,andtypicallyhasareducednumberofproctoredingclass meetings (Allen&Seaman,2011).TheofferingofhybridcoursesreducestheamountofproctoredinGclass classtimeandchallengesstudentstoworkwiththematerialoutsideofthetraditionalclassroom.thehybrid formatallowstheadministrationofexamstobemovedtoanonlineformat(fromproctoredingclass)ifthe professorchooses.inaddition,withappropriatecontrolsinplace,itmaintainsthesummativeassessment environmentasafinaldisplayofstudentlearning(morgan&o Reilly,1999).Thedecisiontoadministerexams online(versesproctoredingclass)inahybridclassallowstheopportunityforgreaterstudentgprofessor interactionduringtheproctoredingclasstime.however,studentsmaynotbeasfamiliarwithstudyhabitsfor preparationofanonlinetestastheyareforatraditionalingclasstest(hawk,2007). Thehybridenvironmentchallengesstudentstotakegreaterownershipoftheirlearningbecausetheyoften mustloginandworkwiththematerialontheirownschedule.inthisenvironment,studentsmaybegiven controloverthetimingandenvironmentoftheirexambydesigningtheclasstoincludeonlineassessments. Thiscandecreasestressandaidstudentsinmoreefficientlycompletingtheirexamtasks.Itmayallow studentstooptimizetheirsleepgwakecycle resultinginbetterexamperformance (Hartley&Nichols,2008). Inaddition,theprofessorGstudentinteractioncanincreaseintheclassroombecausestudentsshouldbebetter preparedaftercompletingthedeepthinkingactivitiesduringtheonlineportionofthehybridcourse (Kahneman,2011).Itbecomescriticaltoemploytheappropriatetoolforthetaskwhenaskingstudentsto workontheirowntolearnthematerial(graham,2005)(kenney,2012). Kirtman(2009)foundthat changedoesnot necessarilymeanareductioninlearning. Learningisimportant tothestudentwhentheyareinvestedinitandfeelthattheyhavethetimetodoit(prince&felder,2006). 71

3 Whenaprofessoradministersanexamonline,his/herstudentscantakeitwhenitismostconvenientforthem todoso(withinthewindowoftheexamtime). Differentpeoplefunctionmoreefficientlyatdifferenttimesof day,andthiscanaffecttheirperformanceonanytask. (Smithetal.,2002).Intermsofteachingandlearning, thismeansthatsomeprofessors,andsomestudents,willfunctionbetteratdifferenttimesofday.italso meanssomestudentswillbemoresuccessfulonexamsatdifferenttimesofday(hartley,2008). HollisterandBerenson(2009)foundtherewerenodifferencesincourseorexamperformancewhen comparingaproctoredversesunproctoredonlineexamenvironmentusingactivitygbasedexams.however,it shouldbenotedthehollisterandberensonstudydidnotusemultiplegchoiceexams,aswasdoneinthisstudy. Thoughtestenvironmenthasreceivedsignificantattentionfromresearchers,noinstancesofpreviouswork werefoundwherethemodeofexamdelivery(onlinevs.proctoredingclass),test/retest,andhybridclassroom criteriawerecombined.thesetopicsarethefocusofthisstudy. Method0 0 ThepopulationunderstudyconsistedofundergraduatestudentsenrolledintwofifteenGweekhybridfreshmen levelinternationalbusinesscoursesatatwogyearcollege.theresearchteamconsistedofaclassroom professorteachingthetwointernationalbusinesscoursesinwhichthestudywasconductedandtwo collaboratingmembersfromanearbyfourgyearmastersgrantinginstitution.thefirstwasafacultydeveloper withknowledgeandinterestintheareaofonlinetesting.thesecondwasanaccountingprofessorwhowas interestedinlearningmoreabouttheintegrityofonlineassessment. Theclassroomprofessortaughttwosections,backtoback,ofthesameinternationalbusinesscourse.The earliersectionwillbereferredtothroughoutthisstudyasclassaandthelaterasclassb.theprofessor administeredfourexamsthroughoutthesemester.eachexamconsistedoffiftymultiplegchoicequestions; wasofequalvalueintermsofvolume,complexityandcontributiontotheoverallgradeoftheclass;andnone werecomprehensiveinnature.theexamswereadministeredintwodifferentmodes,onlineandproctoreding class,andatdifferenttimesthroughoutthesemester. Theexamdates(excludingretests)wereprovidedtostudentsonthesyllabusatthebeginningofthesemester withanexplanationthatanyoftheexamscouldbeadministeredonlineorproctoredingclass.astheyentered classroomonthedayoftheexam,studentswerenotifiedwhethertheywouldbetakingtheexamproctored ingclass(atthattime)oronline(theyhaduntilmidnightthatnighttocompletetheexamonlineinthelearning ManagementSystem).Assuch,allstudentsshouldhavebeenpreparedfortheproctoredinGclassexamwhen theyarrivedtoclassonthepregannouncedexamday.thisdesignwasemployedasatattempttoovercome thereducedperformanceofonlineexamsassociatedwithoverconfidenceandassociatedlimitedpreparation. Inotherwords,ifstudentsknowanexamwillbeonlinetheremaybeatendencynottoprepareaswellforthe exambecausetheyknowtheywillhaveaccesstooutsideresourceswhiletakingtheexam.bynotknowing whichformatwouldbeemployedandwhattimeofdayitwouldbeadministered(eitheringclassatthetimeof theclassofafterclassuntilmidnightonthedayoftheexam),thestudentspreparedasifitwasaningclass exam.thispreparationislikelytohavebeenmorerigorousthaniftheyknewtheexamwasgoingtobeonline. Inpart,thisstudyisaresponsetothecallformoreresearchbytheHollisterandBerenson(2009)study,the differencebeingmultiplegchoicequestionswereemployedhereinwhilehollisterandberensen(2009)used activitygbasedassessmenttechniques.xuandjaggars(2013)foundthatifstudentsknewinadvancethekind oftesttheyweregoingtotake,theoutcomewasaffected.therefore,inthisstudystudentswerenotpreg notifiedoftheexamformat.however,itshouldbenotedthatbecausestudentsdidnotknowtheformatof theexamaheadoftimetheywerelikelypreparedtotaketheingclassexam.iftheexamwasthenannounced 72

4 tobeonlinetheyhadextratime(untilmidnightthatday)tostudymore(ifdesired)beforecompletingthe exam. AllonlineexamswereadministeredwithcontrolsprovidedbytheLearningManagementSystemusedforthis course.thesecontrolswereputinplacetomaintainconstructvalidity(shuell,1986).morespecifically, constructvaliditywasmaintainedbyusingthesametestquestionsandanswerchoices,thenscramblingthe orderofbothinthedifferenttestingenvironments.thiswasdonetohelpensureexamswouldbeequally rigorousduringanyfutureretestingofthematerial.however,becausethesameexamquestionsandanswers wereusedforinitialexamsandretests,therewastheriskthat questionmemorization (Squire,1992)and/or priming mightaffecttheoutcomesofthestudy.primingreferstothephenomenonthatonceanobjecthas beenperceivedorprocessed,itcanbemoreeasilyperceivedorprocessedthenexttimeitisencountered (Baddeley,2004). TheLearningManagementSystemwassettolimitthetimeastudentcouldspendonanonlineexamtosixty minutesandtorandomizethequestionsandanswersforeachstudenttakingtheexam.allproctoredingclass examswereadministeredwiththesamecontrolsfortime(sixtyminutes)andthesamequestionsandanswers astheonlineexam,butthequestionswerenotrandomizedforeachstudenttakingtheexam.duringthonline exam,studentsviewedtheentireexamatonceallowingforbacktrackingtoemulatethepaperandpencil testingenvironment.however,duetothescramblingfeatureofthelearningmanagementsystemforonline exams,questionsandanswersforproctoredingclassexamsweredeliveredinadifferentorderthanforonline exams.samavatietal(2012)recommendsreducingthetimeallowedforonlineexamsto65g75%ofthetime allowedforproctoredingclassexamstoaccountforthefactthatstudentshaveaccesstooutsideresources whiletakingonlineexams.thiswasnotdoneinthisstudy.hillierandfluck(2013)notethereisapprehension onthepartofacademicsandmanagementadoptingnewfullyelectronicprocessesforhighstakesexams insteadofthefamiliarpaperbasedprocesses.thisisabarrierthatneedstobeaddressedwithreliabledigital systemsandprocedurestomakeasmoothtransitionfrompentokeyboard.duringthetimeaprofessor choosestoconvertanexamthesupportoftheteachingandlearningcenterandexperiencedcolleaguesare imperativebecauseoftheuncertaintyandlearningcurvewithnewtechnologytheprofessorisexperiencing. Tominimizetheimpactofquestionmemorizationand/orpriming,allretestswereadministeredoneweek aftertheinitialexams.testgretestreliabilityisameasureoftheconsistencyofapsychologicaltestor assessment(shuell,1992).thisisusedtodeterminetheconsistencyofatestacrosstime.retestmethod, whereatestisgiventothesameindividualsafteracertainamountoftimehaspassed,isoneoftheeasiest waystoascertainthereliabilityofmeasurements.normallythecorrelationofmeasurementsacrosstimewill notbeperfectbecauseofthedifferentexperiencesandattitudesthatrespondentshaveencounteredfromthe timeofthefirsttest(key,1997).inthisstudy,thismeansstudents experiencesthroughouttheweekmay haveaffectedtheirperformanceontheretest. Thehybridcourseunderstudywasdesignedso60%ofthefinalgradewasequaltotheaverageofthefour exams(15%each).thestudentscouldnotdoharmtotheirgradeduringretesting,buttherewasanincentive totrytoperformwellonaretestbecausethehigherofthetwoscores(theinitialtakeortheretest)was averagedintotheirfinalgrade.theremaining40%ofthecoursegradeconsistedofaseriesofcasestudy activitiesthatwassupplementaltotheseassessmentactivities. TheexamdeliverymodeforClassAwasonlinethenaproctoredinGclassretestforexamone,online(noretest) forexamtwo,proctoredingclassthenaproctoredingclassretestforexamthree,andonline(noretest)for examfour.examdeliverymodeforclassbwasproctoredingclassthenaproctoredingclassretestforexam one,online(noretest)forexamtwo,proctoredingclassthenaproctoredingclassretestforexamthree,and online(noretest)forexamfour(seetable1:examresults). 73

5 FollowingtheexamoneproctoredinGclassretest,allstudentswereaskedtocompleteashortsurveyrelating tothedifferentexamdeliverymodes.thesurveyconsistedofeightdemographicandopengendedquestions. Studentscompletedthesurveyinclasswhiletheywerewaitingtoreceivetheirretestscoreonexamonefrom theprofessor.thepurposeofthesurveywastocollectfeedbackonthemodeofdeliveryandexpectedresults fromthestudentsintheclass. Findings0 Belowisatableoutliningtheaverageexamscoresachievedbystudentsinthetwointernationalbusiness classesunderstudy.thedeliverymodeoftheexamislistedwhereol=onlineandic=proctoredingclass.ifan examwasretested,therearetwoexamscoresintheboxandthedeliverymodeofbothexamsisalsoreported inthesamebox.forexample,classaexamonewasoriginallyadministeredasanonlineexam,butwas retestedunannouncedingclassaweeklater.essentially,therewereatotaloffourunannouncedretests Table1:ExamResults ClassA (n=12) ClassB (n=12) Examone OL81.38%/IC63.8% IC74%/IC59.5% Examtwo OL80% OL71.6% Examthree IC58.4%/IC58% IC55.4%/IC61% Examfour OL78.4% OL73.6% AsindicatedinTable1,examonewasinitiallyadministeredinClassAonline(81.38%)andproctoredinGclassas aretest(63.8%)exactlyoneweeklater.thestudentsearnedaclassaverageof17.58%pointsmoreonthe initialonlineexamthantheydidontheproctoredingclassretest.thesameexamwasadministeredtoclassb proctoredingclassbothtimes(74%/59.5%)andtheclassaveragewas14.5%pointsmoreontheinitial proctoredingclassexamthanontheproctoredingclassretest.examtwowasadministeredinclassa(80%)and ClassB(71.6%)onlineonly(noretest).ExamthreewasadministeredinClassA(58.4%/58%)andClassB (55.4%/61%)proctoredinGclassforboththeinitialandretestexams.ExamfourwasadministeredtoClassA (78.4%)andClassB(73.6%)onlineonly(noretest).Bothclassesearnedhigheraveragescoresonallonline examswhencomparedtotherespectiveproctoredingclassequivalentexams.theexamscoresareconsistent withotherassignmentsinthecoursewhereclassaconsistentlyoutperformedclassb. AlowerscoreontheproctoredinGclassretestforClassAonexamone(initialonline/retestproctoredinGclass) mayhaveoccurredbecausestudentshadaccesstoadditionalresourceswhentakingtheexamonline.alower scoreontheproctoredingclassretestforclassbonexamone(initialproctoredingclass/retestproctoreding class)mightbeexplainedbythefactthatretentiondissolvesquicklywhenstudentsmoveawayfromthe testingdate(johnson&mayer,2009).classaoutperformedclassbonboththeinitialexam(onlineforclassa andproctoredingclassforclassb)andtheproctoredingclassretest(proctoredingclassforbothclassaand ClassB.)ThismayindicatethattheonlinedeliveryoftheexaminsomewayhelpedtheClassAstudentsbetter learnandrecallthematerial

6 Survey0Results0 The Online Journal of Distance Education and e-learning Volume 2, Issue 4 Afteradministeringtheretestonexamone,studentsweregivenashortsurveytocomplete.Amajorityof studentswhocompletedthesurvey(n=24)sharedpositiveremarksaboutonlinetesting(seeappendixafor thesurvey).therewasverylittlevariationbetweentheresponsesinclassawhencomparedtoclassb.for example,whenaskedtofinishthefollowingsentence, Thedifferencebetweenthegradesismostlikely because,studentsrespondedwithanswersdemonstratingtheirawarenessofthepossibilityofgreater learningtakingplaceduringonlinetestingasfollows: Acomfortableenvironmenthelpsstudentswithtestanxietydobetterontestsandretain moreinformation. Investigationofthematerialwhiletakingthetestincreasesthelearningofthematerial. Studentsliketheindependenceofonlinetesttaking. ParallelsrealGlifeexperienceinthefieldoftraining Lessstressful Prefertheabilitytoresearchthematerialthattheyarenotfamiliarwith LearnmoreinGdepthastheyreadthematerialtheydidnotknowonthetest Studentswerealsoaskedonthesurveyiftheyfeltthegradesearnedonlinewereatrueindicatorofstudent understandingofthematerial.theyansweredasfollows: Youneedtounderstandthematerialtoworkonlineefficiently. Itisuptothestudenttotakeresponsibilitytostudywithoutbeinginclass. Youmustreviewmorebecausethereislessteacherinteraction. Iwouldn thavegottenan84onthesecondtest/retestifihadn tdoneanystudyingfortheprevious test.irememberedmostofthematerial. Youareonyourownmostofthetimeanditisuptoyoutolearnit. Twopositiveaspectsofonlinetestingwererevealedthroughthestudentsurvey.First,onlinetestingisoften lessstressfulforstudentsand,second,theabilitytoresearchthequestionswithinspecifiedtimeconstraints mimicstherealworldbusinessenvironment.theseresultswereconsistentwiththosereportedinastudyby Greenberg,etal.(2008). Discussion00 Inthisstudy,theaveragegradesforonlineexamswerehigherineverycase.Thedifferenceinexamscores betweenonlineandproctoredingclassexamscouldbeexplainedbydifferentpreparationtechniquesthat studentsuseforonlineversusproctoredingclassexams(hawk,2007).hawkfoundthatstudentsaremore familiarwithproctoredingclassexamsandknowhowtostudyandprepareforthem.however,inanother 75

7 studyaccesstooutsideresourcescompensatedfortheunfamiliarformatofonlineexams(miller,rainer& Corley,2003). Anotherpossibleexplanationforbettertestresultsintheonlineenvironmentcouldbetimeofday(Hartley& Nichols,2008).Studentswererequiredtotakeonlineexamsafterclassonexamdaybutbeforemidnight. Theywereinformedofwhichitwouldbeonlywhentheyenteredtheclassroomonthedayoftheexam.Ifthe examwastobeonline,theycouldchoosethetimethatbestfittheirscheduleandmoderatedtheirstressors. Ifthiswasafactorinthedifferenceinperformanceinthisstudy,itimpliesthatconvenienceshouldbebuilt intothestructureofahybridclass.withflexibilityoftimetheresearchersdidlookatsubmissiontimesfor onlineexamsandfoundsubmissiontimeswerenotclosetooneanotherleadingtotheconclusionthat studentsintheclassesdidnotworktogetherwhileactuallycompletingtheexam. Inthisstudytheinclassretestgradeswereessentiallythesameregardlessofwhetherstudentstooktheinitial examinclassoronline.thisistrueforexamoneandexamthree.theseresultsareconsistentwiththose foundinthe2008studybygreenberg,etal.wheretheystated: Ourquantitativeanalysisresultedinnosignificantdifferencesbetweenthemeanscoresofthecontentitems onthecomprehensivefinalthatwereinitiallyassessedwithaproctoredingclassexamandthoseinitially assessedwithanonlineexam.thiswasanimportantfindingbecauseitsuggestedthattraditionally administeredexamsdidnotnecessarilyresultinbetterperformanceonatraditionallyadministered comprehensivefinalgandthesamedegreeofusefulnessintermsofperformanceonfinalexamsforonline exams. NumerousstudieshaveproposedthatstudentperformanceononlineandproctoredinGclassassessmentsis statisticallythesame(hollister&barenson,2009),(larson&chungghsien,2009),(stowell&bennett,2010), (Mentzer,etal.,2007).LarsonandSung(2009)employedcontrolsforproctoringintheonlinesectionofthe course.thestudyrequiredstudentstofindaproctoratauniversityorcollege,library,ormilitaryinstallation andtheproctorwasrequiredtocheckphotoidentification.hollisterandberenson(2009)foundtherewereno differencesincourseorexamperformancewhencomparingaproctoredversesunproctoredonlineexam environmentusingactivitygbasedexams.however,asmentionedearlier,thehollisterandberensonstudydid notusemultiplegchoiceexams,aswasthecaseinthisstudy. Commentsfromthesurveyadministeredinthisstudyindicatedthatacomfortableenvironmenthelpsstudents performbetteronexamsandhelpsthemtobetterretaintheinformationbeingtestedon.thismaybe becausethestudentsoftodayareoftenmorecomfortablewithtechnologythantheyarewithpenciland paper. ResearchontestingviacomputergoesbackseveraldecadesandsuggeststhatformultipleGchoice tests,administrationviacomputeryieldsaboutthesameresultsasviapaperandpencil. (Bunderson,1989). However,morerecentresearchshowsthatforyoungpeoplewhohavegonetoschoolwithcomputers, nationalandstatetestsadministeredviapaperandpencilcanyieldsevereunderestimatesofstudents'skillsas comparedwiththesametestsadministeredviacomputer. (Russell,1999).Testanxietyduringanonline assessmentisshowntobelowerthanthatfeltbystudentswhentakingpencilandpaperassessments(stowell &Bennett,2010). Perhapsthemostsignificantcontributionofthisstudyisthedesignoftheretest.Inthestudy, studentsenteredtheclassroomonexamdaywithoutknowingwhethertheywouldbetakingtheexam proctoredingclassatthattimeoronlinelaterintheday.thismeanttheyneededtoprepareasifitwasgoing tobeaproctoredingclassexam.ifitturnedintoanonlineexam(laterthatday)theyhadthebenefitofboth proctoredingclassexampreparationandtheuseofoutsideresourceswhiletakingtheonlineexam.thismay bethebeststructureforahybridclassassessment.inotherwords,ifahybridclassisdesignedsostudentsare unawareofwhethertheexamwillbeproctoredingclassoronline,theywillhavetoprepareforaproctoreding classexam.iftheexambecomesanonlineexam(laterthatday,)performancewilllikelybegreaterthanifit 76

8 waseitheranexpectedonlineorexpectedproctoredingclassexambecausestudentswillhavethebenefitof themorerigorousexampreparation(expectedproctoredingclassexam)andtheuseofoutsideresources (onlineassessmentresourcessuchastextbook,notes,internet,etc.) Limitations0and0Recommendations0for0Future0Research0 Thisstudywaslimitedbythesmallsamplesize(n=24)andbecauseitwasconductedatasingleinstitutionand inasinglecourse.arecommendationforfutureresearcheffortsinthisareawouldbetoadministertoalarger groupacrossinstitutionsanddepartmentsorreplicatethestudyinmultiplecourses.thelimitationofasmall samplesizemayalsohaveaffectedthesurveyresultsifthestudentsfeltidentifiable.assuch,futureresearch inthisareausingstudentperceptionsurveyswouldbenefitfromtheuseofonlineanonymoussurveying. Thepossibilityofstudentsstudyingforthesecondretestisalsoalimitationandmayhaveaffectedtheexam twoproctoredingclassretestscore.inotherwords,theelementofsurprisemayhavebeenlessenedafterthe retestprocesshadbeenusedearlierinthecourse.tocontrolforthisfactor,examsshouldbeproctoredonline andretestedmultipletimesifpossible.thisshouldbeemployedinbothclassesasclassbdidnothavethe onlineexamfollowedbyaningclassretestforthisstudy. Itisalsoimportantforfutureresearchersinthisareatomaintainconstructvalidityiftheydecidetochange examquestionsandanswerstofurthereliminatethepotentialforquestionmemory.retestingoneveryexam, thoughpossible,isnotrecommendedbecausestudentswouldexpecttheopportunitytoimprovetheirgrade andwouldlikelypreparefortheretest.however,thiswouldoccuronlyifstudentswerenotpleasedwiththeir initialexamscore.thismayskewtheretestresults.itispossiblethiswasanissueontheretestofexamthree inthisstudy. Achangeinexamformatmayalsoimprovethevalidityoftheresults.Forexample,ratherthanutilizingall multiplegchoicequestions,futurestudiesmaychoosetoadministershortgansweroressayquestionsforinitial orretests.futurestudiesmayalsoconsidertheuseofasecuredonlinetestingenvironmentsuchaslockdown Browserorliveproctoringtominimizetheuseofoutsidematerials. Conclusion0 A2011studybyAllenconcludedthelevelofstudentsatisfactionisapproximatelythesameforbothonlineand facegtogfacecourses.studentsparticipatinginthisstudyreportedthattheyweresatisfiedwiththeonline testingenvironmentandthatitdecreasedtestanxiety.overalltheprofessorandstudentsinthisstudyhad positiveexperienceswithonlinetesting.thissupportsthehypothesisthatmodeofdeliveryofexamsdoes affectoverallperformance.basedonthequalitativeandquantitativedatacollectedinthisstudy,thestudents earnedahigheraveragegradeandperformedbetterwhentheywereassessedusingonlineexams.thiswas supportedbyallonlineexamscoreswhencomparedtotheirproctoredingclassequivalents. Onlineexamsallowforgreaterflexibilityinscheduling.Inaddition,studentsenjoyusingmoderntechnology andreceivingimmediatefeedbackoftheirtestperformance.thesefactorsmeanonlineexamsareoftenless stressfulforstudentshowever,studentsarealsomorecomfortablepreparingfortraditionalingclassproctored exams(hawk,2007).thisislikelybecausethemajoritytheexamstheyfaceearlyinlifeareadministeredin thisformat.assuch,werecommenddesigninghybridcourseswithrandomtestingmodes,alternating betweenonlineandproctoredingclassformats.thiswillallowstudentstoprepareforexamsinamannerthat ismostcomfortableandfamiliartothem(ingclass)andto take atleastsomeportionsoftheirexamsina mannerthatislessstressfultothem(online.)thisprovidesa bestofbothworlds assessmentapproachtoa hybridclass.inaddition,therandomizationofmodeofdeliverymayincreaseperformanceonallexams. TheprimarypurposeofthisstudywasnottoquantitativelyproveordisprovewhetherinGclassoronline assessmentissuperior,ratheritwastoestablishandapplyaprocess/modelfordoingso.theresearchersfeel 77

9 thiswasaccomplishedandthatthissurpriseretestingmodelhasvalue.however,weacknowledgethatfurther applicationofthemodelonamuchlargerscaleandusingprovenquantitativemethodologywouldbeofgreat benefittoanacademiccommunitythatissteadilyandintentionallymarchingtowardaworldwithmuch greateremphasisonhybridandonlineteachingandlearning.assessmentproceduresinthisnewworldmust bevalidatedand bestpractice modelsneedtobedeveloped.allofthismusttakeplaceveryquicklybecause thepaceofchangetoonlineandhybridclassesisrapid.thisstudycreatedamodeltobeemployedonalarger scaleacrossinstitutionstomoveforwardthisrapidlychangingfield. REFERENCES Allen,E.,&Seaman,J.(2011,November).Babson"Survey"Research"Group:"Going"the"distance:"Online"education" in"the"united"states,"2011[pdf].retrievedfrom Allen,I.E.,&Seaman,J.(2013,January).Babson"Survey"Research"Group:"Changing"course:"Ten"years"of"tracking" online"education"in"the"united"states[pdf].retrievedfrom Baddeley,A.D.(2004).Thepsychologyofmemory.InA.D.Baddeley,M.D.Kopelman,&B.A.Wilson (Authors),The"essential"handbook"of"memory"disorders"for"clinicians(Rev.ed.).Hoboken,NJ:Wiley. Bourne,J.,&Moore,J.C.(Eds.).(2003).SloanQC:"Vol."4."Elements"of"quality"online"education:"Practice"and" direction[pdf].retrievedfromhttp://sloanconsortium.org/publications/books/eqoe4summary.pdf Engelbrecht,J.,&Harding,A.(2004).CombiningonlineandpaperassessmentinawebGbasedcoursein undergraduatemathematics.journal"of"computers"in"mathematics"and"science"teaching,23,217g232. Garrison,D.R.,&Kanuka,H.(2004).Blendedlearning:Uncoveringitstransformativepotentialinhigher education.the"internet"and"higher"education,7(2),95g105.retrievedfromsciencedirectdatabase. Graham,C.R.(2006).Blendedlearningsystems.InC.J.Bonk&C.R.Graham(Authors),The"handbook"of" blended"learning:"global"perspectives,"local"designs.sanfrancisco,ca,usa:pfeiffer. Greenberg,K.,Lester,J.,Evans,K.,Williams,M.,Hacker,C.,&Halic,O.(2008).Studentlearningwith performancegbased,proctoredingclassandlearnergcentered,onlineexams.international"journal"of"teaching" &"Learning"In"Higher"Education,20(3),383G393. Hartley,J.,&Nicholls,L.(2008).Timeofday,examperformanceandnewtechnology.British"Journal"of" Educational"Technology,39(3),555G558.http://dx.doi.org/ /j.1467G x Hawk,T.F.,&Shah,A.J.(2007).Usinglearningstyleinstrumentstoenhancestudentlearning.Decision" Sciences"Journal"of"Innovative"Education,5(1),1G19.http://dx.doi.org/ /j.1540G x Hillier,M.,&Fluck,A.(2013).ArguingagainforeGexamsinhighstakesexaminations.RetrievedFebruary19, 2014,fromTransformingExamswebsite:http://transformingexams.com/research.html Hollister,K.K.,&Berenson,M.L.(2009).Proctoredversusunproctoredonlineexams:Studyingtheimpactof examenvironmentonstudentperformance.decision"sciences"journal"of"innovative"education,7(1),271g294. Johnson,C.I.,&Mayer,R.E.(2009).Atestingeffectwithmultimedialearning.Journal"of"Educational" Psychology,101(3),621.http://dx.doi.org/ /a

10 Kahneman,D.(2011).Thinking,"fast"and"slow.NewYork,NY:Farrar,StrausandGiroux. Kenney,J.L.(2012).Gettingresults:Smallchanges,bigcohortsandtechnology.Higher"Education"Research"&" Development,31(6),873G899.http://dx.doi.org/ / Key,J.P.(1997).ModuleS2Correlation.RetrievedFebruary19,2014,fromResearchDesigninOccupational Educationwebsite:http://www.okstate.edu/ag/agedcm4h/academic/aged5980a/5980/ Larson,D.K.,&Sung,C.GH.(2009).Comparingstudentperformance:OnlineversesblendedversesfaceGtoGface. Journal"of"Asynchronous"Learning"Networks,13(1),31G42. Mentzer,G.A.,Cryan,J.,&Teclehaimanot,B.(2007).Twopeasinapod?AcomparisonoffaceGtoGfaceand webgbasedclassrooms.journal"of"technology"&"teacher"education,15(2),233g246.retrievedfromeducation Sourcedatabase. Miller,M.D.,Rainier,R.K.,&Corley,J.K.(2003).PredictorsofengagementandparticipationinanonGline course.retrievedfebruary19,2014,fromonlinejournalofdistancelearningadministrationwebsite: Morgan,C.,&O'Reilly,M.(1999).Assessing"open"and"distance"learners.London:KoganPage. NMC"horizon"report":"2013"higher"education"edition[PDF].(2013).Retrievedfrom Prince,M.J.,&Felder,R.M.(2006).Inductiveteachingandlearningmethods:Definitions,comparisons,and researchbases.journal"of"engineering"education,95(2),123g138.http://dx.doi.org/ /j.2168g tb00884.x Russell,M.,&Haney,W.(1997).Testingwritingoncomputers.Education"Policy"Analysis"Archives,5. Samavati,H.,Stumph,C.F.,&Dilts,D.(2012).Interestingtimes:Relationbetweentesttimesandstudent performanceinonlinecourses.journal"of"higher"education"theory"&"practice,12(6),74g80.retrievedfrom EducationSourcedatabase. SchoenfeldGTacher,R.,McConnell,S.,&Graham,M.(2001).DonoharmGAcomparisonoftheeffectsofonGline vs.traditionaldeliverymediaonasciencecourse.journal"of"science"education"&"technology,10(3),257g265. RetrievedfromEducationSourcedatabase. Shuell,T.J.(1986).Cognitiveconceptionsoflearning.Review"of"Educational"Research,56(4),411G436. Shuell,T.J.(1992).Designinginstructionalcomputingsystemsformeaningfullearning.Adaptive"Learning" Environments,85,19G54.http://dx.doi.org/ /978G3G642G77512G3_3 Siemens,G.(2005,August10).Connectivism:LearningasnetworkGcreation.RetrievedFebruary20,2014,from elearnspacewebsite:http://www.elearnspace.org/articles/networks.htm Smith,C.S.,Folkardb,S.,Schmiedera,R.A.,Parraa,L.F.,Spelten,E.,&Almiral,H.(2002).Investigationof morning eveningorientationinsixcountriesusingthepreferencesscale.personality"and"individual" Differences,32(6),949G968.http://dx.doi.org/ /S0191G8869(01)00098G8 Squire,L.R.(1992).Declarativeandnondeclarativememory:Multiplebrainsystemssupportinglearningand memory.journal"of"cognitive"neuroscience,4(3),232g243.http://dx.doi.org/ /jocn

11 Stengel,R.(2012,November29).Reinventingcollege.Time,180(18),31.RetrievedfromAcademicSearch Completedatabase. Stowell,J.R.,&Bennett,D.(2010).Effectsofonlinetestingonstudentexamperformanceandtestanxiety. Journal"of"Educational"Computing"Research,42(2),161G171.RetrievedfromEducationSourcedatabase. Thorndike,E.L.(1913).Educational"psychology.NewYork,NY:Teacherscollege,ColumbiaUniversity. Xu,D.,&Jaggars,S.S.(2013).Theimpactofonlinelearningonstudents courseoutcomes:evidencefroma largecommunityandtechnicalcollegesystem.economics"of"education"review,37,46g57. Appendix(A: Post-Exam Survey 1) My ACTUAL online exam grade was (please circle) , 89-80, 79-70, 69-60, 59-50, 49-40, 39-30, 29-20, or 9-0 2) I EXPECT to earn a (please circle) higher or lower in-class exam grade. 3) The difference between the grades is most likely because PLEASE STOP HERE UNTIL YOU HAVE RECEIVED YOUR GRADED IN CLASS EXAM 4) My ACTUAL in-class exam grade is 5) This difference between the expected and actual in-class exam grade is most likely because 6) This exam grade difference between the online and actual in-class is most likely because 7) Do you expect the grade differences you have seen for yourself to be similar or different when compared to those of your classmates? Circle: Similar Different Please give at least three reasons why this may be. 1) 2) 3) 8) Do you feel grades earned in online/hybrid classes are a true indicator of a student understanding of the material? Please explain. (Optional Question) Your emotions as you completed this survey can best be described as: (Optional Question) In general, how do you feel about online/hybrid classes verses traditional classes? THANK YOU FOR YOUR PARTICIPATION IN THIS VERY IMPORTANT SURVEY 80

EH 3341, Technical Writing Course Syllabus. Course Description. Prerequisites. Course Textbook. Course Learning Objectives. Credits.

EH 3341, Technical Writing Course Syllabus. Course Description. Prerequisites. Course Textbook. Course Learning Objectives. Credits. Course Syllabus Course Description Study of the process of technical writing and written communication. Students review various formats and writing purposes and produce technical and business-related documents.

More information

PIEDMONT TECHNICAL COLLEGE PROCEDURE PROCEDURE NUMBER: 3-1-1012.1. PAGE: 1 of 6. Development and Delivery of Distance Education Courses

PIEDMONT TECHNICAL COLLEGE PROCEDURE PROCEDURE NUMBER: 3-1-1012.1. PAGE: 1 of 6. Development and Delivery of Distance Education Courses PAGE: 1 of 6 TITLE: RELATED POLICY AND S: Development and Delivery of Distance Education Courses 3-1-1012 Development and Delivery of Distance Education 1-3-1000.1 Copyright Compliance 8-2-1031.1 Full-time

More information

Fully Online or Blended Courses does it make a difference for the learner?

Fully Online or Blended Courses does it make a difference for the learner? Fully Online or Blended Courses does it make a difference for the learner? D. Sarkis, N. Kee, C.J. Perumalla Department of Physiology, University of Toronto Toronto, Canada d.sarkis@utoronto.ca, nohjin.kee@utoronto.ca,

More information

Is Student Performance On The Information Systems Analyst Certification Exam Affected By Form Of Delivery Of Information Systems Coursework?

Is Student Performance On The Information Systems Analyst Certification Exam Affected By Form Of Delivery Of Information Systems Coursework? Is Student Performance On The Information Systems Analyst Certification Exam Affected By Form Of Delivery Of Information Systems Coursework? Wayne Haga haga@mscd.edu Abel Moreno morenoa@mscd.edu Mark Segall

More information

Accredited Financial Counselor Program Application Guidelines for University Program Registration

Accredited Financial Counselor Program Application Guidelines for University Program Registration Accredited Financial Counselor Program Application Guidelines for University Program Registration Program Guidelines: Undergraduate, graduate programs with main focus in personal finance, financial counseling,

More information

Armstrong Atlantic State University: Course & Program Definitions. Four Types of Courses

Armstrong Atlantic State University: Course & Program Definitions. Four Types of Courses Armstrong Atlantic State University: Course & Program Definitions Four Types of Courses 1. Fully Online Course: All or nearly all the class sessions are delivered via technology (96% to 100% online). 2.

More information

The Effect of Electronic Writing Tools on Business Writing Proficiency

The Effect of Electronic Writing Tools on Business Writing Proficiency The Effect of Electronic Writing Tools on Business Writing Proficiency Lisa Walters and Susan McNamara Lisa M. Walters is Visiting Assistant Professor of Business Administration and Susan McNamara is Assistant

More information

An Analysis of how Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity

An Analysis of how Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity An Analysis of how Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity Introduction Reliable assessment is central to education and educational institutions for

More information

Southwest Texas Junior College Distance Education Policy

Southwest Texas Junior College Distance Education Policy Southwest Texas Junior College Distance Education Policy I. Institutional Policies A. Mission To provide quality education to students who prefer or require an alternative classroom setting. To accomplish

More information

Texas Wesleyan University Policy Title: Distance Education Policy

Texas Wesleyan University Policy Title: Distance Education Policy Texas Wesleyan University Policy Title: Distance Education Policy Policy Statement Texas Wesleyan University recognizes the goal of distance education is to increase accessibility to learning by providing

More information

Model for E-Learning in Higher Education of Agricultural Extension and Education in Iran

Model for E-Learning in Higher Education of Agricultural Extension and Education in Iran Model for E-Learning in Higher Education of Agricultural Extension and Education in Iran Jafar Yaghoubi 1 and Iraj Malekmohammadi 2 1. Assistant Professor, Zanjan University, Iran, Jafar230@yahoo.com 2.

More information

INDIVIDUAL MASTERY for: St#: 1153366 Test: CH 9 Acceleration Test on 29/07/2015 Grade: B Score: 85.37 % (35.00 of 41.00)

INDIVIDUAL MASTERY for: St#: 1153366 Test: CH 9 Acceleration Test on 29/07/2015 Grade: B Score: 85.37 % (35.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1153366 Grade: B Score: 85.37 % (35.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1346350 Grade: I Score: 21.95 % (9.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1350672 Grade: A

More information

INDIVIDUAL MASTERY for: St#: 1141027 Test: CH 9 Acceleration Test on 09/06/2015 Grade: A Score: 92.68 % (38.00 of 41.00)

INDIVIDUAL MASTERY for: St#: 1141027 Test: CH 9 Acceleration Test on 09/06/2015 Grade: A Score: 92.68 % (38.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1141027 Grade: A Score: 92.68 % (38.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1172998 Grade: B Score: 85.37 % (35.00 of 41.00) INDIVIDUAL MASTERY for: St#: 1232138 Grade: B

More information

TEACHING PRINCIPLES OF ECONOMICS: INTERNET VS. TRADITIONAL CLASSROOM INSTRUCTION

TEACHING PRINCIPLES OF ECONOMICS: INTERNET VS. TRADITIONAL CLASSROOM INSTRUCTION 21 TEACHING PRINCIPLES OF ECONOMICS: INTERNET VS. TRADITIONAL CLASSROOM INSTRUCTION Doris S. Bennett, Jacksonville State University Gene L. Padgham, Jacksonville State University Cynthia S. McCarty, Jacksonville

More information

Title: Transforming a traditional lecture-based course to online and hybrid models of learning

Title: Transforming a traditional lecture-based course to online and hybrid models of learning Title: Transforming a traditional lecture-based course to online and hybrid models of learning Author: Susan Marshall, Lecturer, Psychology Department, Dole Human Development Center, University of Kansas.

More information

CONVERTING A TRADITIONAL LECTURE/LAB PROGRAMMING COURSE TO AN ONLINE COURSE

CONVERTING A TRADITIONAL LECTURE/LAB PROGRAMMING COURSE TO AN ONLINE COURSE Session xxxx CONVERTING A TRADITIONAL LECTURE/LAB PROGRAMMING COURSE TO AN ONLINE COURSE Larry K. Goolsby Tennessee Technological University Abstract: A traditional lecture/lab format computer-programming

More information

UNION COUNTY COLLEGE

UNION COUNTY COLLEGE UNION COUNTY COLLEGE COURSE SYLLABUS CHILD PSYCHOLOGY - 3 CREDITS PSY 205-302 PRE-REQUISITE: GENERAL PSYCHOLOGY 101 SUMMER II - 2015 Classes begin promptly on 7, 2015 Final Exam (no exceptions): August

More information

Private Career Colleges Act, 2005

Private Career Colleges Act, 2005 Private Career Colleges Act, 2005 MINISTRY OF TRAINING, COLLEGES AND UNIVERSITIES Policy Directive #9 Programs at Private Career Colleges November 23, 2012 Introduction This policy directive is designed

More information

Best Practices for Increasing Online Teaching Evaluation Response Rates

Best Practices for Increasing Online Teaching Evaluation Response Rates Best Practices for Increasing Online Teaching Evaluation Response Rates Denise T. Ogden, Penn State University Lehigh Valley James R. Doc Ogden, Kutztown University of Pennsylvania ABSTRACT Different delivery

More information

HY 2000, American Military History I Course Syllabus. Course Description. Course Textbook. Course Learning Outcomes. Credits.

HY 2000, American Military History I Course Syllabus. Course Description. Course Textbook. Course Learning Outcomes. Credits. HY 2000, American Military History I Course Syllabus Course Description Examines the history of the American military from its infancy as unorganized colonial militia groups to an Army of a country on

More information

A Blended Learning Model for Graduate Business Education

A Blended Learning Model for Graduate Business Education A Blended Learning Model for Graduate Business Education Brian Davis Goddard School of Business & Economics Weber State University Ogden Utah United States of America E-mail: bdavis@weber.edu Abstract

More information

Success rates of online versus traditional college students

Success rates of online versus traditional college students ABSTRACT Success rates of online versus traditional college students Dawn Wilson Fayetteville State University David Allen Fayetteville State University Are students setting themselves up for failure by

More information

Flipped classroom in first year management accounting unit a case study

Flipped classroom in first year management accounting unit a case study Flipped classroom in first year management accounting unit a case study Xinni Du Blended Learning Advisor, School of Business University of Western Sydney Sharon Taylor Senior Lecturer, School of Business

More information

PSYCHOLOGY OF PERSONALITY

PSYCHOLOGY OF PERSONALITY PSYCHOLOGY OF PERSONALITY PPE 3003, Section 01D9 Time: Tuesday 5 th & 6 th Periods (11:45am-1:40pm), Thursday 6 th Period (12:50-1:40pm) Location: Normal Hall, Room 137 Fall, 2012 Instructor: Teaching

More information

5-O-A: VIRTUAL LEARNING, DISTANCE LEARNING, & INDEPENDENT STUDY

5-O-A: VIRTUAL LEARNING, DISTANCE LEARNING, & INDEPENDENT STUDY 5-O-A: VIRTUAL LEARNING, DISTANCE LEARNING, & INDEPENDENT STUDY Virtual learning is a method of receiving academic instruction in courses in which the pupil is registered and the courses are taken through

More information

The International College Teaching Methods & Styles Journal Volume 1, Number 3. Abstract

The International College Teaching Methods & Styles Journal Volume 1, Number 3. Abstract Comparing Student Performance, Attitudes and Preferences in an Introduction to Business Course: Online, Hybrid and Traditional Delivery Methods Who Makes the A Grade? Daniel Gutierrez, (E-mail: dgutierrez@valenciacc.edu)

More information

IMPACT OF INFORMATION LITERACY AND LEARNER CHARACTERISTICS ON LEARNING BEHAVIOR OF JAPANESE STUDENTS IN ONLINE COURSES

IMPACT OF INFORMATION LITERACY AND LEARNER CHARACTERISTICS ON LEARNING BEHAVIOR OF JAPANESE STUDENTS IN ONLINE COURSES International Journal of Case Method Research & Application (2008) XX, 4 2008 WACRA. All rights reserved ISSN 1554-7752 IMPACT OF INFORMATION LITERACY AND LEARNER CHARACTERISTICS ON LEARNING BEHAVIOR OF

More information

2OO7. Distance Learning Course Guide migrant student graduation enhancement program

2OO7. Distance Learning Course Guide migrant student graduation enhancement program 2OO7 Distance Learning Course Guide migrant student graduation enhancement program K 16 Education Center * Continuing Education The University of Texas at Austin 2OO7 Distance Learning Course Guide migrant

More information

Blended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course

Blended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course Blended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course Clement C. Chen, University of Michigan - Flint Keith T. Jones, Illinois

More information

A Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course

A Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Session # 1120 A Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Ismail I. Orabi, Ph.D. Professor of Mechanical Engineering School of Engineering and

More information

First Undergraduate Online Course in Mechanical Engineering at SDSU Through D2L

First Undergraduate Online Course in Mechanical Engineering at SDSU Through D2L 2011-02-24 First Undergraduate Online Course in Mechanical Engineering at SDSU Through D2L ME241: Engineering Materials Zhong Hu, Ph.D., Associate Professor Mechanical Engineering Department South Dakota

More information

K12 ONLINE LEARNING: THE NATIONAL LANDSCAPE AND

K12 ONLINE LEARNING: THE NATIONAL LANDSCAPE AND K12 ONLINE LEARNING: THE NATIONAL LANDSCAPE AND IMPLICATIONS FOR WASHINGTON Sue Collins November 9, 2011 Agenda National Landscape / Trends National Standards Policy Barriers and Recommendations Blended

More information

Features of the Online Course. Table of Contents. Course Interface: Overview... 2. Syllabus... 3. Navigating through the Course Content...

Features of the Online Course. Table of Contents. Course Interface: Overview... 2. Syllabus... 3. Navigating through the Course Content... Features of the Online Course Table of Contents Course Interface: Overview... 2 Syllabus... 3 Navigating through the Course Content... 4 Learning Modules... 5 Communicating... 5 Assessments... 6 Assignments...

More information

AFC (Accredited Financial Counselor) Program

AFC (Accredited Financial Counselor) Program AFC (Accredited Financial Counselor) Program Registration Guidelines for the University Program Registration as an Approved University Program provides students with the opportunity to obtain the AFC at

More information

Research Findings on the Transition to Algebra series

Research Findings on the Transition to Algebra series Research Findings on the Transition to Algebra series Pre- and Post-Test Findings Teacher Surveys Teacher Focus Group Interviews Student Focus Group Interviews End-of-Year Student Survey The following

More information

COM 411 Online Course Computer Mediated Interpersonal Communication Fall 2015 8 Week Version October 19 December 11, 2015

COM 411 Online Course Computer Mediated Interpersonal Communication Fall 2015 8 Week Version October 19 December 11, 2015 COM 411 Syllabus- Page 1 of 9 COM 411 Online Course Computer Mediated Interpersonal Communication Fall 2015 8 Week Version October 19 December 11, 2015 Instructor: Dr. Jim Grubbs E-mail address: grubbs.jim@uis.edu

More information

Presents substantive skills in quantitative and abstract reasoning in the use of mathematics as a computational and analytical tool.

Presents substantive skills in quantitative and abstract reasoning in the use of mathematics as a computational and analytical tool. Course Syllabus Course Description Presents substantive skills in quantitative and abstract reasoning in the use of mathematics as a computational and analytical tool. Course Textbook Bittinger, M. L.,

More information

Preparing for the HFMA CRCR Exam... 1

Preparing for the HFMA CRCR Exam... 1 Elsevier Performance Manager Preparing for the HFMA CRCR Exam Table of Contents Preparing for the HFMA CRCR Exam... 1 Purpose of the CRCR Exam... 1 Preparing for the CRCR Exam... 1 CRCR Study Guides...

More information

Faculty Handbook for Online Instruction

Faculty Handbook for Online Instruction Faculty Handbook for Online Instruction Effective Fall 2011 Updated 1/2013 Preface The Handbook for Online Instruction has been created to provide faculty of online courses new and experienced, full-time

More information

PSYCHOLOGY 1115 - Section M01 Mixed Mode Spring Semester 201110. Fundamentals of Psychology I MW 11:30 - A130. Course Description

PSYCHOLOGY 1115 - Section M01 Mixed Mode Spring Semester 201110. Fundamentals of Psychology I MW 11:30 - A130. Course Description PSYCHOLOGY 1115 - Section M01 Mixed Mode Spring Semester 201110 Fundamentals of Psychology I MW 11:30 - A130 ***You are responsible for all information in this syllabus!*** Instructor: Dr. Jennifer Poole,

More information

nmlkj Abraham Baldwin Agricultural College

nmlkj Abraham Baldwin Agricultural College ecore Course Evaluation Questions * * 1. Please select your course and course instructor. 2. At which ecore affiliate institution are you enrolled? Abraham Baldwin Agricultural College Clayton State University

More information

Student Feedback on Online Summer Courses

Student Feedback on Online Summer Courses Student Feedback on Online Summer Courses October 8, 2015 Santa Clara University Office of Assessment Report Introduction In the summer of 2015, approximately 700 undergraduate students were enrolled in

More information

222 2016 The College Board. Visit the College Board on the Web: www.collegeboard.org.

222 2016 The College Board. Visit the College Board on the Web: www.collegeboard.org. AP Physics C: Mechanics Exam Regularly Scheduled Exam Date: Monday afternoon, May 9, 2016 Late-Testing Exam Date: Friday afternoon, May 20, 2016 Section I Total Time: 45 min. Section II Total Time: 45

More information

DEPARTMENT OF ENVIRONMENTAL PROTECTION Bureau of Point and Non-Point Source Management

DEPARTMENT OF ENVIRONMENTAL PROTECTION Bureau of Point and Non-Point Source Management DEPARTMENT OF ENVIRONMENTAL PROTECTION Bureau of Point and Non-Point Source Management DOCUMENT NUMBER: 385-2314-002 TITLE: EFFECTIVE DATE: AUTHORITY: POLICY: PURPOSE: APPLICABILITY: DISCLAIMER: Sewage

More information

DESIGNING A HYBRID CLASS IN ACCOUNTING: HOW TO GET MAXIMUM MILEAGE?

DESIGNING A HYBRID CLASS IN ACCOUNTING: HOW TO GET MAXIMUM MILEAGE? DESIGNING A HYBRID CLASS IN ACCOUNTING: HOW TO GET MAXIMUM MILEAGE? Gaurav Kumar Assistant Professor Department of Accounting, College of Business University of Arkansas at Little Rock 2801 S University

More information

Virtual Teacher Certificate Program

Virtual Teacher Certificate Program Education Virtual Teacher Certificate Program Preparing for blended and online instruction extension.uci.edu/vt In today s competitive market, leaders are appointed based on credentials and experience.

More information

HCA 1301, Basic Medical Terminology Course Syllabus. Course Description. Course Textbook. Course Learning Outcomes. Credits.

HCA 1301, Basic Medical Terminology Course Syllabus. Course Description. Course Textbook. Course Learning Outcomes. Credits. HCA 1301, Basic Medical Terminology Course Syllabus Course Description This course will provide students with fundamental skills in understanding how to use prefixes, suffixes, and root words to develop

More information

MBA 5401, Management Information Systems Course Syllabus. Course Description. Prerequisites. Course Textbook. Course Learning Objectives.

MBA 5401, Management Information Systems Course Syllabus. Course Description. Prerequisites. Course Textbook. Course Learning Objectives. MBA 5401, Management Information Systems Course Syllabus Course Description Theory and practice of management information systems including information requirements analysis, design methodology, and system

More information

Sample Supplement for Online Delivery Ohio Board of Regents

Sample Supplement for Online Delivery Ohio Board of Regents Sample Supplement for Online Delivery Ohio Board of Regents SAMPLE SUPPLEMENT: ONLINE DELIVERY Use this supplement to request authorization to offer 50% or more of the proposed program (excluding internships,

More information

A Blended On-line Engineering Technology Course Using Web Conferencing Technology

A Blended On-line Engineering Technology Course Using Web Conferencing Technology Session No. 2550 A Blended On-line Engineering Technology Course Using Web Conferencing Technology Charlie P. Edmonson, Scott Segalewitz University of Dayton Abstract Today, universities must compete for

More information

OPTIMIZING COURSE MANAGEMENT SYSTEM RESOURCES IN THE INTRODUCTORY ACCOUNTING COURSE

OPTIMIZING COURSE MANAGEMENT SYSTEM RESOURCES IN THE INTRODUCTORY ACCOUNTING COURSE OPTIMIZING COURSE MANAGEMENT SYSTEM RESOURCES IN THE INTRODUCTORY ACCOUNTING COURSE Michelle Li-Kuehne Assistant Professor, CPA, MS Department of Accounting and Finance College of Saint Benedict/Saint

More information

Student Perceptions of Credibility and Enhancing the Integrity of Online Business Courses: A Case Study

Student Perceptions of Credibility and Enhancing the Integrity of Online Business Courses: A Case Study Student Perceptions of Credibility and Enhancing the Integrity of Online Business Courses: A Case Study Michael P. Watters Louis Dawkins Professor of Accounting Henderson State University (corresponding

More information

Fall 2015. University of Alaska Anchorage. elearning: Distance Student Services Faculty Information Guide

Fall 2015. University of Alaska Anchorage. elearning: Distance Student Services Faculty Information Guide University of Alaska Anchorage elearning: Distance Student Services Faculty Information Guide Fall 2015 University of Alaska Anchorage elearning: Distance Student Services 3211 Providence Drive Anchorage,

More information

1. What are the implications of online/hybrid instruction for your discipline?

1. What are the implications of online/hybrid instruction for your discipline? DE Survey Questions 1. What are the implications of online/hybrid instruction for your discipline? 2. If the college offered online or hybrid degrees would your discipline offer a class or component of

More information

List all of the program s learning outcomes: (regardless of whether or not they are being assessed this year)

List all of the program s learning outcomes: (regardless of whether or not they are being assessed this year) STUDENT LEARNING ASSESSMENT REPORT SUBMITTED BY: ALY SAPERSTEIN, DHS, DIRECTOR, HCM DATE: 09 OCT 13 BRIEFLY DESCRIBE WHERE AND HOW ARE DATA AND DOCUMENTS USED TO GENERATE THIS REPORT BEING STORED: ALL

More information

Program Overview and Assessment Methodology for Online Instruction in Chemistry at Oregon State University

Program Overview and Assessment Methodology for Online Instruction in Chemistry at Oregon State University Program Overview and Assessment Methodology for Online Instruction in Chemistry at Oregon State University Kim Thackray and Michael M. Lerner Department of Chemistry, Oregon State University, Corvallis,

More information

Online Teaching and Learning

Online Teaching and Learning Teaching online requires faculty members to shift their roles from instructor to facilitator or coach. Content shifts to customized materials and learning includes many active components. Simonson, Smaldino,

More information

Credit Hours and Distance Education Courses: Background Information and Process

Credit Hours and Distance Education Courses: Background Information and Process Credit Hours and Distance Education Courses: Background Information and Process Why is this Necessary? Due to Federal regulations promulgated by the US Department of Education, the Higher Learning Commission

More information

Hybrid, Blended, and Online Learning at Laureate Education: Exploring Myths and Best Practices

Hybrid, Blended, and Online Learning at Laureate Education: Exploring Myths and Best Practices Hybrid, Blended, and Online Learning at Laureate Education: Exploring Myths and Best Practices Presenter: Barry Sugarman, MBA, Ph.D. Vice President, Strategic Planning and Product Initiatives Laureate

More information

Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course

Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Ismail I. Orabi, Ph.D. Professor of Mechanical Engineering School of Engineering and Applied Sciences

More information

Interactive Online Lessons Using Articulate Storyline

Interactive Online Lessons Using Articulate Storyline Interactive Online Lessons Using Articulate Storyline Elizabeth Miller The Ohio State University elizmiller@math.osu.edu Joint work with Jason Miller and Carolyn Johns Hybrid and Online Math Courses at

More information

Dr. Darin T. Kapanjie 22 Oakmont Circle Phone: 267.974.2204

Dr. Darin T. Kapanjie 22 Oakmont Circle Phone: 267.974.2204 Dr. Darin T. Kapanjie 22 Oakmont Circle Phone: 267.974.2204 Glen Mills, PA 19342 Email: darin.kapanjie@gmail.com EDUCATION Temple University, Philadelphia, PA Ed.D. Curriculum, Instruction & Technology

More information

A Comparison of Grades in the Traditional Versus the Online formats of CJ10100 and CJ20000

A Comparison of Grades in the Traditional Versus the Online formats of CJ10100 and CJ20000 A Comparison of Grades in the Traditional Versus the Online formats of CJ10100 and CJ20000 January 22 2010 Conclusion: The data show that the Online versions of CJ 10100 and CJ 20000 conducted by the Criminal

More information

Ira A. Fulton Schools of Engineering Distance Learning Student Manual

Ira A. Fulton Schools of Engineering Distance Learning Student Manual Global Outreach & Extended Education cpd.hwexam@asu.edu ph: 480.965.1740 Ira A. Fulton Schools of Engineering Distance Learning Student Manual Welcome to the office of Global Outreach and Extended Education

More information

SECTION I: Multiple Choice. It is Monday afternoon, May 2, and you will be taking the AP Psychology Exam.

SECTION I: Multiple Choice. It is Monday afternoon, May 2, and you will be taking the AP Psychology Exam. AP Psychology Exam Regularly Scheduled Exam Date: Monday afternoon, May 2, 201 Late-Testing Exam Date: Friday morning, May 20, 201 Section I Total Time: 1 hr. 10 min. Section II Total Time: 50 min. Section

More information

DISTANCE EDUCATION PROGRAMS

DISTANCE EDUCATION PROGRAMS DISTANCE EDUCATION PROGRAMS Distance education is an emerging global phenomenon that promises to alter fundamentally the nature of traditional education and training. The increasingly pervasive nature

More information

Student Motivations for Choosing Online Classes

Student Motivations for Choosing Online Classes International Journal for the Scholarship of Teaching and Learning Volume 6 Number 2 Article 11 7-2012 Student Motivations for Choosing Online Classes Heidi S. Harris Eastern Oregon University, hasharris@gmail.com

More information

MBA 5401, Management Information Systems Course Syllabus. Course Description. Course Textbook. Course Learning Outcomes. Credits

MBA 5401, Management Information Systems Course Syllabus. Course Description. Course Textbook. Course Learning Outcomes. Credits MBA 5401, Management Information Systems Course Syllabus Course Description Theory and practice of management information systems including information requirements analysis, design methodology, and system

More information

IST 385, Human Computer Interaction Fall semester, 2010

IST 385, Human Computer Interaction Fall semester, 2010 Missouri University of Science and Technology Department of Business and Information Technology COURSE: Course Prefix, Number, and Title: IST 385, Human Computer Interaction Meeting time: Tuesday/Thursday,

More information

Effective Fall 2016 New Course Proposal CMN 3020, Public Relations Research, Evaluation, and Measurement. 2. Course prefix and number: CMN 3020

Effective Fall 2016 New Course Proposal CMN 3020, Public Relations Research, Evaluation, and Measurement. 2. Course prefix and number: CMN 3020 Agenda Item #15-137 Eastern Illinois University Effective Fall 2016 New Course Proposal CMN 3020, Public Relations Research, Evaluation, and Measurement Banner/Catalog Information (Coversheet) 1. New Course

More information

High School Distance Learning: Online/Technology Enhanced Course or Experience Guidance

High School Distance Learning: Online/Technology Enhanced Course or Experience Guidance Provided by: Technology Initiatives and Curriculum and Instruction Alabama Department of Education High School Distance Learning: Online/Technology Enhanced Course or Experience Guidance As part of the

More information

PSY 101: Introduction to Psychology (ONLINE) Mercer County Community College

PSY 101: Introduction to Psychology (ONLINE) Mercer County Community College PSY 101: Introduction to Psychology (ONLINE) Mercer County Community College Professor Heather Jennings Email: jenningh@mccc.edu Phone: 609-586-4800 ext.3450 Office: LA 129 Course Textbook: Visualizing

More information

Final Exam Performance. 50 OLI Accel Trad Control Trad All. Figure 1. Final exam performance of accelerated OLI-Statistics compared to traditional

Final Exam Performance. 50 OLI Accel Trad Control Trad All. Figure 1. Final exam performance of accelerated OLI-Statistics compared to traditional IN SEARCH OF THE PERFECT BLEND BETWEEN AN INSTRUCTOR AND AN ONLINE COURSE FOR TEACHING INTRODUCTORY STATISTICS Marsha Lovett, Oded Meyer and Candace Thille Carnegie Mellon University, United States of

More information

MEd Special Education Program. University of San Diego. 2015 Exit Survey Results

MEd Special Education Program. University of San Diego. 2015 Exit Survey Results MEd Special Education Program with the Preliminary Mild to Moderate Credential School of Leadership and Education Sciences University of San Diego 2015 Exit Survey Results This report was prepared by the

More information

Accounting 3310-901: Accounting Information Systems and Controls. Fall 2015 COLLEGE OF BUSINESS AND INNOVATION

Accounting 3310-901: Accounting Information Systems and Controls. Fall 2015 COLLEGE OF BUSINESS AND INNOVATION EXAMPLE FOR INFORMATION ONLY Accounting 3310-901: Accounting Information Systems and Controls Fall 2015 COLLEGE OF BUSINESS AND INNOVATION Meeting Time: N/A Classroom: Virtual Instructor: Dr. Anthony Holder,

More information

Retention and Success of Regular vs. Online and Hybrid Courses Fall 2001 through Spring 2003

Retention and Success of Regular vs. Online and Hybrid Courses Fall 2001 through Spring 2003 Retention and Success of Regular vs. Online and Hybrid Courses through In a follow up to a study originally reported in July, data were examined to determine the retention 1 and success 2 rates for regular,

More information

Microsoft in Education. Microsoft Certified Educator Study Guide

Microsoft in Education. Microsoft Certified Educator Study Guide Microsoft in Education Microsoft Certified Educator Study Guide Resources The Microsoft Certified Educator and Teaching with Technology programs are part of a rich set of professional development, assessment,

More information

College Teaching Methods & Styles Journal May 2008 Volume 4, Number 5

College Teaching Methods & Styles Journal May 2008 Volume 4, Number 5 A Comparison Of Student Performance In An Online Introductory Accounting Course With Traditional Classroom Students Charles T. Stivason, Marshall University Gary Saunders, Marshall University Jean B. Price,

More information

Integrating Concepts using Online Tutorials in a Freshman Chemistry Course

Integrating Concepts using Online Tutorials in a Freshman Chemistry Course Integrating Concepts using Online Tutorials in a Freshman Chemistry Course Weslene Tallmadge, Ph. D., Betty Jo Chitester, Ph. D., Gannon University Authors' Contact Information Weslene Tallmadge, Ph. D.,

More information

Online Credit and Learning Recovery in Massachusetts & North Carolina

Online Credit and Learning Recovery in Massachusetts & North Carolina Online Credit and Learning Recovery in Massachusetts & North Carolina + The Comprehensive Center Network By insisting on high achievement for all students, regardless of geography or life circumstance,

More information

A SUCCESSFUL STAND ALONE BRIDGE COURSE

A SUCCESSFUL STAND ALONE BRIDGE COURSE A SUCCESSFUL STAND ALONE BRIDGE COURSE Joann Segovia* Professor Minnesota State University Moorhead 1104 7th Avenue South Moorhead, MN 56563 Phone: (218) 477-4067 E-Mail: segovia@mnstate.edu James Hansen

More information

Are College Students Prepared for a Technology-Rich Learning Environment?

Are College Students Prepared for a Technology-Rich Learning Environment? Are College Students Prepared for a Technology-Rich Learning Environment? Victoria Ratliff Dean of Business & Information Technology Mountain Empire Community College Big Stone Gap, VA 24219 USA vratliff@me.vccs.edu

More information

Best Practices for Online Learning

Best Practices for Online Learning United University Professions Technology Issues Committee Best Practices for Online Learning It has been some time since the development of the UUP document entitled Intellectual Property, Software and

More information

Department of Management Information Systems Terry College of Business The University of Georgia. Major Assessment Plan (As of June 1, 2003)

Department of Management Information Systems Terry College of Business The University of Georgia. Major Assessment Plan (As of June 1, 2003) Department of Management Information Systems Terry College of Business The University of Georgia Major Assessment Plan (As of June 1, 2003) Note to Readers: The MIS Faculty takes seriously our challenge

More information

Switching Economics Courses from Online Back to the Classroom: Student Performance and Outcomes

Switching Economics Courses from Online Back to the Classroom: Student Performance and Outcomes International Journal of Business and Social Science Vol. 2 No. 22; December 2011 Switching Economics Courses from Online Back to the Classroom: Student Performance and Outcomes Richard Vogel Department

More information

DATA COLLECTION INSTRUMENTS

DATA COLLECTION INSTRUMENTS DATA COLLECTION INSTRUMENTS INTERACTIVE LEARNING ONLINE AT PUBLIC UNIVERSITIES: Evidence from Randomized Trials Study Conducted in Fall 2011 Ithaka S+R www.sr.ithaka.org TABLE OF CONTENTS Baseline Student

More information

Coni Francis, PhD, RD Nutrition and Dietetics Program University of Northern Colorado

Coni Francis, PhD, RD Nutrition and Dietetics Program University of Northern Colorado Coni Francis, PhD, RD Nutrition and Dietetics Program University of Northern Colorado University of Northern Colorado Nutrition and Dietetics Program Alena Clark, PhD, MPH, RD Jamie Erskine, PhD, RD Albion

More information

Evaluation in Online STEM Courses

Evaluation in Online STEM Courses Evaluation in Online STEM Courses Lawrence O. Flowers, PhD Assistant Professor of Microbiology James E. Raynor, Jr., PhD Associate Professor of Cellular and Molecular Biology Erin N. White, PhD Assistant

More information

INSTRUCTOR: Jeffrey H. Nathan, Ph.D. OFFICE HOURS: By appointment TELEPHONE: (808) 944-1133 EFFECTIVE DATE: 1/13/2014 5/16/2014 jnathan@hawaii.

INSTRUCTOR: Jeffrey H. Nathan, Ph.D. OFFICE HOURS: By appointment TELEPHONE: (808) 944-1133 EFFECTIVE DATE: 1/13/2014 5/16/2014 jnathan@hawaii. INSTRUCTOR: Jeffrey H. Nathan, Ph.D. OFFICE: Online OFFICE HOURS: By appointment TELEPHONE: (808) 944-1133 EFFECTIVE DATE: 1/13/2014 5/16/2014 Email: jnathan@hawaii.edu I. Introduction and Prerequisites

More information

Assuring flexibility to educational platforms Case study: UniBuc Virtual Campus

Assuring flexibility to educational platforms Case study: UniBuc Virtual Campus The 1 st International Conference on Virtual Learning, ICVL 2006 253 Assuring flexibility to educational platforms Case study: UniBuc Virtual Campus Bogdan Logofatu 1 Alina Boboc-Corcotoi 1 Michaela Logofatu

More information

A Comparison of Student Learning Outcomes in Traditional and Online Personal Finance Courses

A Comparison of Student Learning Outcomes in Traditional and Online Personal Finance Courses A Comparison of Student Learning Outcomes in Traditional and Online Personal Finance Courses Eddie J. Ary Associate Professor Frank D. Hickingbotham School of Business Ouachita Baptist University Arkadelphia,

More information

Blended Course Evaluation Standards

Blended Course Evaluation Standards Introduction: Blended learning is defined as to combine Face-to-Face instruction with computer-mediated instruction Graham 2006. Mixing technology and content does not necessarily yield effective learning.

More information

FAQs Are you New to Continuing Education? Are you a Returning Student? 705-560-0330

FAQs Are you New to Continuing Education? Are you a Returning Student? 705-560-0330 FAQs Are you New to Continuing Education? If you have never taken a course with us before, please call 705-566-8101, extension 6315 before you register to obtain a new student ID. Are you a Returning Student?

More information

Arts and Science Online Continuing and Distance Studies 2014-15. in Review

Arts and Science Online Continuing and Distance Studies 2014-15. in Review Arts and Science Online Continuing and Distance Studies 2014-15 in Review 2014-15 LEADERSHIP TEAM Dean Susan Mumm Associate Dean (Teaching and Learning) Brenda Ravenscroft Associate Dean (Teaching and

More information

Florida Gulf Coast University Lutgert College of Business Marketing Department MAR3503 Consumer Behavior Spring 2015

Florida Gulf Coast University Lutgert College of Business Marketing Department MAR3503 Consumer Behavior Spring 2015 Course name: Class schedule: Course mode: Classroom: Lutgert Hall, Room 2208 CRN: 10141 Consumer Behavior Tuesday & Thursday, 9:30 AM 10:45 AM On campus, face-to-face meetings Credit hours: 3 Final exam:

More information

e-learning: Teaching Computer Programming Online to First Year Engineering

e-learning: Teaching Computer Programming Online to First Year Engineering Paper ID #10103 e-learning: Teaching Computer Programming Online to First Year Engineering Students Dr. Lizzie Santiago, West Virginia University Lizzie Y. Santiago, Ph.D., is Teaching Assistant Professor

More information

A Case for Change elearning Integration at York University Summary and Recommended Actions

A Case for Change elearning Integration at York University Summary and Recommended Actions A Case for Change elearning Integration at York University Summary and Recommended Actions Prepared for: Rhonda Lenton, Vice President Academic and Provost Prepared by the Members of the Academic Technology

More information

Blackboard Learning System: Student Instructional Guide

Blackboard Learning System: Student Instructional Guide Blackboard Learning System: Student Instructional Guide This manual was prepared to assist students in the understanding, orientation, and usage of the Blackboard Learning System online course management

More information

Assistant Professor Wayne State University, USA mkbarbour@gmail.com http://www.michaelbarbour.com http://virtualschooling.wordpress.

Assistant Professor Wayne State University, USA mkbarbour@gmail.com http://www.michaelbarbour.com http://virtualschooling.wordpress. Assistant Professor Wayne State University, USA mkbarbour@gmail.com http://www.michaelbarbour.com http://virtualschooling.wordpress.com Dominant Narrative 1. All students are digital learners. 2. Digital

More information