Improving the Effectiveness of Homework in an Accelerated Summer Courses through Classwork
Session Format
Presentation Session (20 minutes)
Session Format
Presentation Session (45 minutes)
Target Audience
K12 Educators
Location
Room 1601
Abstract for the conference program
A novel approach to replace homework with classwork assignments in an accelerated summer course is proposed. The proposed approach uses a hybrid model combining traditional lecture-based and problem-based instructions designed especially for such offering. The proposed hybrid teaching model was implemented in summer 2015 in a senior-level communication systems course. It was demonstrated that this model was able to 1) help students solidify their understanding of the topics being covered, 2) provide students with timely formative feedback, and 3) increase the students’ overall performance and success in the course. To validate these findings, a quantitative and qualitative analyses were conducted using statistical assessment methods. Moreover, the model effectiveness was verified by assessing the students’ performance in two different offerings of the same course. Assessment results indicated that the students in the accelerated summer course using the proposed model performed much better than those enrolled in the regular semester offering.
Proposal Track
Research Project
Proposal Track
T1: Teaching and Learning in the STEM Field
Start Date
3-4-2016 10:30 AM
End Date
3-4-2016 10:50 AM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
source:http://digitalcommons.georgiasouthern.edu/stem/2016/2016/59/
Improving the Effectiveness of Homework in an Accelerated Summer Courses through Classwork
Room 1601
A novel approach to replace homework with classwork assignments in an accelerated summer course is proposed. The proposed approach uses a hybrid model combining traditional lecture-based and problem-based instructions designed especially for such offering. The proposed hybrid teaching model was implemented in summer 2015 in a senior-level communication systems course. It was demonstrated that this model was able to 1) help students solidify their understanding of the topics being covered, 2) provide students with timely formative feedback, and 3) increase the students’ overall performance and success in the course. To validate these findings, a quantitative and qualitative analyses were conducted using statistical assessment methods. Moreover, the model effectiveness was verified by assessing the students’ performance in two different offerings of the same course. Assessment results indicated that the students in the accelerated summer course using the proposed model performed much better than those enrolled in the regular semester offering.
