Proposal Abstract

Coverage of content is a continuous problem and concern for higher education instructors, novices and veterans alike. This session will present a study that addressed this concern via investigating undergraduate students' perceptions of pre-class online vs. traditional quizzing and examining how pedagogical strategies differed in the same course over a period of three semesters with vs. without pre-class online quizzing. This session will demonstrate the methods developed for the investigation, including survey and the comparison of teaching activities. Session audience will learn about undergraduate students' perceptions regarding traditional quizzing vs. pre-class online quizzing as well as how instructional activities varied with vs. without pre-class online quizzing based on Bloom's taxonomy. Session audience will also be engaged in discussion around practical issues and resolutions regarding teaching entry level courses and be involved in providing feedback on future inquiry into teaching entry level courses.

Location

Room 2903

Publication Type and Release Option

Presentation (Open Access)

 
Mar 12th, 2:00 PM Mar 12th, 2:45 PM

Pre-Class Online Quizzing as a Catalyst for Pedagogical Change

Room 2903

Coverage of content is a continuous problem and concern for higher education instructors, novices and veterans alike. This session will present a study that addressed this concern via investigating undergraduate students' perceptions of pre-class online vs. traditional quizzing and examining how pedagogical strategies differed in the same course over a period of three semesters with vs. without pre-class online quizzing. This session will demonstrate the methods developed for the investigation, including survey and the comparison of teaching activities. Session audience will learn about undergraduate students' perceptions regarding traditional quizzing vs. pre-class online quizzing as well as how instructional activities varied with vs. without pre-class online quizzing based on Bloom's taxonomy. Session audience will also be engaged in discussion around practical issues and resolutions regarding teaching entry level courses and be involved in providing feedback on future inquiry into teaching entry level courses.