Conference Tracks

Learning Theories and Pedagogy – Research

Abstract

Hybrid and Blended instructional approaches are increasingly being applied to University level curriculum. These techniques shift a significant burden for engaging course content to the students as an outside-the-classroom activity. This study of contrasting hybrid classrooms (two medium size and two large size) investigates the efficacy of completion scores in an open gradebook to motivate student engagement with formative assessments. Definitions are provided for hybrid instruction, and formative assessment to establish clear measures for data collection in this field experiment. A between-groups ANOVA analysis is presented with conclusions and recommendations.

Session Format

Presentation

Location

Room 2

Publication Type and Release Option

Presentation (Open Access)

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

SoTLC2019_MS2355_Schmitz (2).pdf (1358 kB)
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Jan 24th, 10:15 AM Jan 24th, 11:00 AM

Motivating Formative Assessment Engagement for Flipped Instruction Content

Room 2

Hybrid and Blended instructional approaches are increasingly being applied to University level curriculum. These techniques shift a significant burden for engaging course content to the students as an outside-the-classroom activity. This study of contrasting hybrid classrooms (two medium size and two large size) investigates the efficacy of completion scores in an open gradebook to motivate student engagement with formative assessments. Definitions are provided for hybrid instruction, and formative assessment to establish clear measures for data collection in this field experiment. A between-groups ANOVA analysis is presented with conclusions and recommendations.