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Incorporating Critical Thinking into Assessment of Online Learning

Incorporating Critical Thinking into Assessment of Online Learning. Gary Ury Connie Ury Patricia Wyatt Northwest Missouri State University. Purposes of Assessment . Provide immediate feedback Help students apply what they have learned Are the same for both on-ground and online learning.

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Incorporating Critical Thinking into Assessment of Online Learning

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  1. Incorporating Critical Thinking into Assessment of Online Learning Gary Ury Connie Ury Patricia Wyatt Northwest Missouri State University

  2. Purposes of Assessment • Provide immediate feedback • Help students apply what they have learned • Are the same for both on-ground and online learning

  3. Classroom of the 21st Century • Electronic delivery of content for both on-ground and online classes • Interaction w/ other students & faculty occurs outside the classroom

  4. Engaging the Online Learner • Why engage students in both visual & auditory ways? • Verbal teaching--20% retention after 72 hrs. • Demonstration--20% retention after 72 hrs. • Telling & showing--65% retention after 72 hrs. (Weiss McGrath Report qtd. in Bernstein, 2002)

  5. Online Courseware Provides • Multiple choice and true/false tests • Randomized tests • Narrated lectures & presentations • Written material • Learning objects • Threaded discussions & chat • Group areas for team & group sharing

  6. Online Instruction Often Lacks • Aha! moments • Peer to peer interaction • Faculty to student interaction—”It’s Up to Them Syndrome”

  7. Using Computers Model • Interactive tutorial • Web page w/ examples • Online audio/video lectures • Threaded discussion • Complete a scoring guide as a group • Peer evaluation

  8. Success Online • Answers to the scoring guide more complete than oral reports • Evaluation of other group’s work showed growth

  9. Management Information Systems • Research component (article review) • Discussion required after each unit • Case based projects required on timeline • On-line exams with time limits • Open book, Open note • Some true/false & multiple choice • Substantial points in essay components • Graduate version includes detailed case analysis with peer assessment components.

  10. Better discussion even if it is forced.

  11. Programming Courses • Project oriented (May receive partially completed program to modify) • Book selection is extremely important • Tutorial based books work best • Supplement text with additional examples • Monitor for student questions and frustrations • Have other students review, grade, and fix cod--then submit to instructor for approval and posting.

  12. Answer Questions in public just like a real classroom

  13. This concept is used with traditional classes as well

  14. Time remaining

  15. Challenges • Some students failed to participate • Directions must be foolproof • Time spent explaining assignment • Time spent monitoring threaded discussion • Need to download, grade, & upload scoring guides • Need for students to learn special tools to participate (Winzip, courseware, files)

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