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Sample records for quizzes quizzes quiz

  1. Does a Quiz Facilitate or Spoil Language Learning? Instructional Effects of Lesson Review Quizzes.

    ERIC Educational Resources Information Center

    Sasaki, Yoshinori; Hayakawa, Harumi

    2003-01-01

    Two studies clarified instructional effects of review quizzes as part of assessment. In one, a survey instrument was administered to Japanese college students, inquiring if they would like to have quizzes as part of assessment. In the second, a different set of students in the following year's Japanese course were allowed to choose whether they…

  2. Online Quizzes for Distance Learning of Mathematics

    ERIC Educational Resources Information Center

    Lowe, Tim W.

    2015-01-01

    In this article, the use of formative and summative online quizzes within a distance learning introductory mathematics module at the UK Open University is described. The rational for introducing such quizzes is outlined, together with how the quizzes are embedded within the module. The use of the quizzes by students is analysed, in terms of the…

  3. A Comparison of In-Class Quizzes vs. Online Quizzes on Student Exam Performance.

    ERIC Educational Resources Information Center

    Derouza, Eros; Fleming, Matthew

    2003-01-01

    Compared undergraduates who took online quizzes using Mallard with students taking traditional paper-and-pencil quizzes. Found that Mallard students performed significantly better on in-class exams than non-Mallard students. (EV)

  4. Weekly Quizzing Really Works!: Online Software Makes It Easy

    ERIC Educational Resources Information Center

    Waite, Jerry

    2007-01-01

    Frequent quizzing prods students to keep up with course work--and keeps them on their toes. The Internet offers a great tool for frequent quizzing. In this article, the author shares his experience quizzing his students weekly using his university's online learning system, WebCT, in the hope that this experience will prove useful to other…

  5. Student Performance in Online Quizzes as a Function of Time in Undergraduate Financial Management Courses

    ERIC Educational Resources Information Center

    Schnusenberg, Oliver

    2009-01-01

    An interesting research question in light of recent technological developments is an investigation of the relationship between the time remaining to complete online quizzes and quiz scores. The data consist of over 4,000 individual quiz scores for six sections of Financial Management at The University of North Florida taught between the Summer of…

  6. Ungraded Pop Quizzes: Test-Enhanced Learning without All the Anxiety

    ERIC Educational Resources Information Center

    Khanna, Maya M.

    2015-01-01

    In this study, I examined the impact of periodic pop quizzes on cumulative final exam scores. Specifically, I compared the impact of using no quizzes, graded quizzes, and ungraded quizzes on final exam scores of introductory psychology students. Quizzed students also completed a survey with questions probing how the students felt about the…

  7. Online Quizzes Promote Inconsistent Improvements on In-Class Test Performance in Introductory Anatomy and Physiology

    ERIC Educational Resources Information Center

    Brown, Gregory A.; Bice, Matthew R.; Shaw, Brandon S.; Shaw, Ina

    2015-01-01

    Review quizzes can provide students with feedback and assist in the preparation for in-class tests, but students often do not voluntarily use self-testing resources. The purpose of the present study was to evaluate if taking a mandatory online review quiz alters performance on subsequent in-class tests. During two semesters of a single-semester…

  8. Online quizzes promote inconsistent improvements on in-class test performance in introductory anatomy and physiology.

    PubMed

    Brown, Gregory A; Bice, Matthew R; Shaw, Brandon S; Shaw, Ina

    2015-06-01

    Review quizzes can provide students with feedback and assist in the preparation for in-class tests, but students often do not voluntarily use self-testing resources. The purpose of the present study was to evaluate if taking a mandatory online review quiz alters performance on subsequent in-class tests. During two semesters of a single-semester introductory anatomy and physiology course, students were required to complete brief online quizzes after each textbook chapter had been covered during lecture as well as the day before an in-class test. During the next two semesters, students were not required to take the online review quizzes. Overall scores on chapter specific in-class tests were higher (P < 0.05) during the semesters in which students took online review quizzes (82.9 ± 14.3%) compared with when they did not (78.7 ± 15.5%), but all in-class tests were not improved. Scores on comprehensive midterm examinations were higher (83.0 ± 12.9% vs. 78.9 ± 13.7%, P < 0.05) but not on final examinations (72.4 ± 13.8% vs. 71.8 ± 14.0%) between those with online review quizzes and those without, respectively. Overall scores on in-class tests and comprehensive examinations were higher (P < 0.05) during the semesters in which students took online review quizzes (83.4 ± 16.8%) compared with when they did not (80.3 ± 17.6%). These data suggest that an online review quiz taken the day before an in-class test increases performance on some in-class tests. However, online review quizzes taken after completion of each chapter do not consistently enhance performance on comprehensive examinations.

  9. Lessons Learned in the Use of WIRIS Quizzes to Upgrade Moodle to Solve Electrical Circuits

    ERIC Educational Resources Information Center

    Bogarra Rodriguez, S.; Corbalan Fuertes, M.; Font Piera, A.; Plaza Garcia, I.; Solsona, F. J. A.

    2012-01-01

    WIRIS quizzes are an online mathematics tool for educational purposes that upgrade Moodle quizzes and allow the development of personalized quizzes using random data and conditional instructions. WIRIS quizzes can be used in any mathematics or science degree; their complex operators allow it to be used to solve electrical circuits. This tool…

  10. Use of unsupervised online quizzes as formative assessment in a medical physiology course: effects of incentives on student participation and performance.

    PubMed

    Kibble, Jonathan

    2007-09-01

    Online quizzes were introduced into a large Medical Physiology class to provide students with formative assessment before midterm and final summative examinations. Use of unsupervised online quizzes was chosen to provide a flexible supplementary learning tool for students without overwhelming a small faculty. Several quiz models were applied, which varied in the availability of course credit points for participation and performance. The aims of the study were to investigate if participation in formative assessment was associated with improved course outcomes, if offering incentives for completing quizzes affected student participation, and if quiz performance was predictive of summative examination outcomes. Results showed that students who elected to use online quizzes performed better in summative examinations. Offering course credit of between 0.5% and 2% per quiz increased student participation. However, evidence was found for widespread inappropriate use of unsupervised online quizzes when incentives for participation were applied. Predictive validity of online quizzes could be demonstrated when comparing the first of several quiz attempts with subsequent summative examination scores. PMID:17848591

  11. The Effects of Pre-Lecture Quizzes on Test Anxiety and Performance in a Statistics Course

    ERIC Educational Resources Information Center

    Brown, Michael J.; Tallon, Jennifer

    2015-01-01

    The purpose of our study was to examine the effects of pre-lecture quizzes in a statistics course. Students (N = 70) from 2 sections of an introductory statistics course served as participants in this study. One section completed pre-lecture quizzes whereas the other section did not. Completing pre-lecture quizzes was associated with improved exam…

  12. Think-Share-Write: An Effective Strategy for Group Quizzes

    ERIC Educational Resources Information Center

    Gopalakrishnan, Hema

    2004-01-01

    Group Quizzes using the Think-Share-Write strategy can be very effective in engaging students and enhancing their learning in the classroom. In this article, I describe my experiences in implementing this method in both lower division and upper division Mathematics courses. (Contains 1 figure.)

  13. Implementing Test Enhanced Learning: Swedish Teacher Students' Perception of Quizzing

    ERIC Educational Resources Information Center

    Nyroos, Mikaela; Schéle, Ingrid; Wiklund-Hörnqvist, Carola

    2016-01-01

    Given previous findings on test enhanced learning, the present study examined the implementation of this practice in terms of quizzing, during the progress of a course. After completing the university course, 88 Swedish teacher students were asked to answer an adapted Retrieval Practice and Test Anxiety Survey. The results showed that students…

  14. Interactive Learning Using Expert System Quizzes on the Internet.

    ERIC Educational Resources Information Center

    Byers, John A.

    1999-01-01

    Describes a software system that allows teachers and students in practically any subject to make interactive expert systems of quizzes on the Internet. Discusses the design of the system, including building a database of questions and answers; integrating text files of questions and answers with JavaScript-HTML pages; and the JavaScript and HTML…

  15. MED4/345: Computer-Administered Formative Quizzes in a Basic Science Course

    PubMed Central

    Ogilvie, R

    1999-01-01

    Introduction Computer-administered quizzes were introduced into a Cell Biology and Histology course to provide students a means to assess their progress in the course and faculty the opportunity to monitor students' mastery of the course content. Methods The computer quizzes, including graphics, were presented on-line using LXR software (www.lxrtest.com) for specific time periods (7 - 14 days) during the course. The aim of this effort was to provide students formative assessment and assistance with pacing their study of course materials. Each computer quiz consisted of 20 - 30 questions with images. Extra credit was earned for each quiz if 70% of the items were answered correctly. The quizzes were served over the campus network to as many as 70 computer workstations, distributed to various locations in our department and the library. Each quiz was accessible once, by a unique user name and password for each student and a time limit set, allowing up to 90 seconds for each question. Feedback was given to the student for each question; the correct answer and a formative instructional statement intended to reinforce the fact or concept being evaluated. Global feedback on each quiz was provided for the entire class. This feedback was delivered on-line, on the course's web site. Results We have found that computer-administered course examinations are an efficient and acceptable means of assessing students' learning formatively. They permit a quick examination of the students' mastery of the course content. Such an approach allows for appropriate feedback to be provided in a timely manner and, if needed, instruction could be modified. No serious problems were encountered during the three years we have administered over 4,000 individual quizzes on-line. Greater than 90% of the students elected to participate in this optional activity with more than 85% receiving extra credit for their overall course grade. The computer quizzes were accepted by the students as a useful

  16. Helping geoscience students improve their numeracy using online quizzes

    NASA Astrophysics Data System (ADS)

    Nuttall, Anne-Marie; Stott, Tim; Sparke, Shaun

    2010-05-01

    This project aims to help geoscience undergraduates improve their competence and confidence in numeracy using online quizzes delivered via the Blackboard virtual learning environment. Numeracy materials are being developed based on actual examples used in a range of modules in the geoscience degree programmes taught at Liverpool John Moores University. This is to ensure the subject relevance which is considered vital to maintaining student interest & motivation. These materials are delivered as a collection of Blackboard quizzes on specific numeracy topics which students can access at any point in their studies, either on or off campus. Feedback and guidance is provided immediately so that a student gains a confidence boost if they get it right or else they can learn where they have gone wrong. It is intended that positive feedback and repetition/reinforcement will help build the confidence in numeracy which so many students seem to lack. The anonymous nature of the delivery means that students avoid the common fear of ‘asking a stupid question' in class, which can hamper their progress. The fact that students can access the quizzes anytime and from anywhere means that they can use the materials flexibly to suit their individual learning needs. In preliminary research, 70% of the students asked felt that they were expected to have greater numeracy skills than they possessed and 65% said that they would use numeracy support materials on Blackboard. Once fully developed and evaluated, the Blackboard quizzes can be opened up to other departments who may wish to use them with their own students.

  17. Team-Based Learning and Open-Book Quizzes: Determining What Works in an Introductory Geoscience Course

    NASA Astrophysics Data System (ADS)

    Teed, R.

    2008-12-01

    . Students no longer brought notes to the group quizzes. In some groups, all individuals gave identical wrong answers to the same questions (and repeated that answer on the group quiz) indicating probable cooperation on the individual quizzes. The average group scores were no longer significantly higher than the average individual scores, indicating less learning, and the groups still had trouble answering questions involving problem-solving or synthesis or comparison of ideas.

  18. The Effect of Online Chapter Quizzes on Exam Performance in an Undergraduate Social Psychology Course

    PubMed Central

    Johnson, Bethany C.; Kiviniemi, Marc T.

    2009-01-01

    Assigned textbook readings are a common requirement in undergraduate courses, but students often do not complete reading assignments or do not do so until immediately before an exam. This may have detrimental effects on learning and course performance. Regularly scheduled quizzes on reading material may increase completion of reading assignments and therefore course performance. This study examined the effectiveness of compulsory, mastery-based, weekly reading quizzes as a means of improving exam and course performance. Completion of reading quizzes was related to both better exam and course performance. The discussion includes recommendations for the use of quizzes in undergraduate courses. PMID:20046908

  19. Exploring the Universe with TV Remotes: Cooperative Quizzes via the Classroom Performance System (CPS) in AY101

    NASA Astrophysics Data System (ADS)

    Byrd, G.; Coleman, S.; Werneth, C.

    2003-12-01

    Our AY101 course has large enrollments. There are the usual attendance problems with students putting off studying until just before major exams, with predictable consequences. We (myself, faculty, Werneth, grad student, and Coleman, undergrad) describe our experience with one strategy to actively involve students: cooperatively answering quiz questions. We tried a solution during our May 2002 Interim term. Classes of three hours/day over three weeks make mid-class breaks essential! Before breaks, we presented a short multiple choice, open book/note quiz answered after break. Quizzes could increase grades, e.g. A- to an A, without excessively diluting importance of closed-book major exams. Comparing Interim 2002 final exams to Interim 2001, the average was 80%, much better than the 2001 class's 57%. The 2002 students interacted with one another more. Attendance was over 90%. During a regular semester, handing out and taking up papers would take up much time during the more frequent and larger classes. It's more interesting if students vote for different answers together then revealing the correct answer. Toward these ends, I obtained a grant for a "Classroom Performance System," a computer receiver unit, 128 ``TV remote" response pads and software for creating quizzes. Spring 2003, three teachers tried out the system in a trial fashion. To compare, we used the system during Interim 2003. Ease of giving quizzes and grading permitted a shorter 5 question quiz during break with another at class end totaling of 27 quizzes (almost one/day for a regular semester's Tuesday/Thursday class). Improvement was maintained with a slight 3 % increase. We used the CPS for events such as the recent Mars close approach. Kids of all ages like to check their understanding with a few questions. We created a web site where the students can interactively review questions and other materials, http://ay101.garnetsigma.com/index.html

  20. Random learning units using WIRIS quizzes in Moodle

    NASA Astrophysics Data System (ADS)

    Mora, Ángel; Mérida, Enrique; Eixarch, Ramon

    2011-09-01

    Moodle is an extended learning management system for developing learning units, including mathematically-based subjects. A wide variety of material can be developed in Moodle which contains facilities for forums, questionnaires, lessons, tasks, wikis, glossaries and chats. Therefore, the Moodle platform provides a meeting point for those working in a mathematics course. Mathematics requires special materials and activities: The material must include mathematical objects and the activities included in the virtual course must be able to do mathematical computations. WIRIS is a powerful software for educational environments. It has libraries for calculus, algebra, geometry and much more. In this article, examples showing the use of WIRIS in numerical methods and examples of using a new tool, WIRIS quizzes, are illustrated. By enhancing Moodle with WIRIS, we can add random learning questions to modules. Moodle has a simpler version of this capability, but WIRIS extends the method in which the random material is presented to the students. Random objects can appear in a question, in a variable of a question, in a plot or in the definition of a mathematical object. This article illustrates material prepared for numerical methods using a WIRIS library integrated in WIRIS quizzes. As a result, WIRIS in Moodle can be considered as a global solution for mathematics education.

  1. Using Reading Quizzes in STEM Classes--The What, Why, and How

    ERIC Educational Resources Information Center

    Hodges, Linda C.; Anderson, Eric C.; Carpenter, Tara S.; Cui, Lili; Gierasch, Tiffany Malinky; Leupen, Sarah; Nanes, Kalman M.; Wagner, Cynthia R.

    2015-01-01

    Many active learning pedagogies depend on students' preparing for class in advance. One common method for holding students accountable for this preparation is the use of reading quizzes. When used thoughtfully, reading quizzes can also actually promote student learning through the testing effect. In this article we describe why and how we use…

  2. The Impact of Cooperative Quizzes in a Large Introductory Astronomy Course for Non-Science Majors

    ERIC Educational Resources Information Center

    Zeilik, Michael; Morris, Vicky J.

    2004-01-01

    In Astronomy 101 at the University of New Mexico, we carried out a repeated-items experiment on quizzes and tests to investigate the impact of cooperative testing. This trial was the only change in a reformed course format that had been refined over previous semesters. Our research questions were: (1) Did cooperative quizzes result in gains for…

  3. Practice (Rather than Graded) Quizzes, with Answers, May Increase Introductory Psychology Exam Performance

    ERIC Educational Resources Information Center

    Wickline, Virginia B.; Spektor, Valeriya G.

    2011-01-01

    The authors investigated whether practice (or graded) quizzes, with or without provision of correct answers, would be more beneficial for introductory psychology exam performance. In six sections (N = 249) of an introductory psychology class, taught by the same professor, different approaches to quizzes were applied across sections to measure…

  4. The Use of Formative Online Quizzes to Enhance Class Preparation and Scores on Summative Exams

    ERIC Educational Resources Information Center

    Dobson, John L.

    2008-01-01

    Online quizzes were introduced into an undergraduate Exercise Physiology course to encourage students to read ahead and think critically about the course material before coming to class. The purpose of the study was to determine if the use of the online quizzes was associated with improvements in summative exam scores and if the online quizzes…

  5. Recurrent Online Quizzes: Ubiquitous Tools for Promoting Student Presence, Participation and Performance

    ERIC Educational Resources Information Center

    DePaolo, Concetta A.; Wilkinson, Kelly

    2014-01-01

    We present the idea of recurrent, in-class online quizzes as an effective and efficient way to promote student attendance (presence), engagement (participation) and to provide formative assessment (to enhance performance) within a face-to-face course. Quizzes during each class meeting encourage students to attend class regularly and participate…

  6. The Effect of Frequent Quizzes on Short- and Long-Term Academic Performance.

    ERIC Educational Resources Information Center

    Geist, James R.; Soehren, Stephen E.

    1997-01-01

    This study examined effects of frequent quizzes on dental student performance in a course on introductory radiology. Results indicated the group (N=36) with frequent quizzes performed significantly better than the control group (n=35) on midterm and final examinations (but not post-tests), and assessed course content and instructor more…

  7. The Effect of Short Formative Diagnostic Web Quizzes with Minimal Feedback

    ERIC Educational Resources Information Center

    Balter, Olle; Enstrom, Emma; Klingenberg, Bernhard

    2013-01-01

    To help students gauge their understanding of basic concepts and encourage good study habits, we administered short online quizzes that use generic questions in the crucial first few weeks of a course. The purpose of the study was to investigate whether the combination of these web quizzes with generic questions with only binary feedback (right or…

  8. Does Structured Quizzing with Process Specific Feedback Lead to Learning Gains in an Active Learning Geoscience Classroom?

    NASA Astrophysics Data System (ADS)

    Palsole, S.; Serpa, L. F.

    2013-12-01

    There is a great realization that efficient teaching in the geosciences has the potential to have far reaching effects in outreach to decision and policy makers (Herbert, 2006; Manduca & Mogk, 2006). This research in turn informs educators that the geosciences by the virtue of their highly integrative nature play an important role in serving as an entry point into STEM disciplines and helping developing a new cadre of geoscientists, scientists and a general population with an understanding of science. Keeping these goals in mind we set to design introductory geoscience courses for non-majors and majors that move away from the traditional lecture models which don't necessarily contribute well to knowledge building and retention ((Handelsman et al., 2007; Hake, 1997) to a blended active learning classroom where basic concepts and didactic information is acquired online via webquests, lecturettes and virtual field trips and the face to face portions of the class are focused on problem solving exercises. The traditional way to ensure that students are prepared for the in-class activity is to have the students take a quiz online to demonstrate basic competency. In the process of redesign, we decided to leverage the technology to build quizzes that are highly structured and map to a process (formation of divergent boundaries for example) or sets of earth processes that we needed the students to know before in-class activities. The quizzes can be taken multiple times and provide process specific feedback, thus serving as a heuristic to the students to ensure they have acquired the necessary competency. The heuristic quizzes were developed and deployed over a year with the student data driving the redesign process to ensure synchronicity. Preliminary data analysis indicates a positive correlation between higher student scores on in-class application exercises and time spent on the process quizzes. An assessment of learning gains also indicate a higher degree of self

  9. Temporal Patterns of Behavior from the Scheduling of Psychology Quizzes

    ERIC Educational Resources Information Center

    Jarmolowicz, David P.; Hayashi, Yusuke; St. Peter Pipkin, Claire

    2010-01-01

    Temporal patterns of behavior have been observed in real-life performances such as bill passing in the U.S. Congress, in-class studying, and quiz taking. However, the practical utility of understanding these patterns has not been evaluated. The current study demonstrated the presence of temporal patterns of quiz taking in a university-level…

  10. Quiz Making Activities Using the Multi-Mouse Quiz System in an Elementary School

    ERIC Educational Resources Information Center

    Zhou, Juan; Mori, Mikihiko; Ueda, Hiroshi; Kita, Hajime

    2013-01-01

    The Multi-Mouse Quiz System is an application used to treat quizzes in a classroom or other learning environment. The system comprises the Multi Mouse Quiz (MMQ) and MMQEditor. The MMQ is an application of Single Display Groupware (SDG), which enables multiple users to answer quizzes by connecting several mice to an ordinary computer. The…

  11. Students' Performance and Satisfaction with Web vs. Paper-Based Practice Quizzes and Lecture Notes

    ERIC Educational Resources Information Center

    Macedo-Rouet, Monica; Ney, Muriel; Charles, Sandrine; Lallich-Boidin, Genevieve

    2009-01-01

    The use of computers to deliver course-related materials is rapidly expanding in most universities. Yet the effects of computer vs. printed delivery modes on students' performance and motivation are not yet fully known. We compared the impacts of Web vs. paper to deliver practice quizzes that require information search in lecture notes. Hundred…

  12. The Impact of Various Quizzing Patterns on the Test Performance of High School Economics Students

    ERIC Educational Resources Information Center

    Robertson, William L.

    2010-01-01

    Presenting college students, in a wide variety of content areas, with frequent announced and unannounced quizzes appears to correlate positively with enhanced test performance. The purpose of this quantitative study was to examine if similar results can be achieved with high school students in a standard economics class. Based on a theoretical…

  13. A Variation on the Use of Interactive Anonymous Quizzes in the Chemistry Classroom

    ERIC Educational Resources Information Center

    Wagner, Brian D.

    2009-01-01

    This article describes an interesting variation on the use of interactive anonymous quizzes (IAQs) in the chemistry classroom. In this variation, IAQs are used to introduce new material or topics in a course, as opposed to their traditional use for reviewing previously covered material. Two examples of IAQs used to introduce new topics in a…

  14. Giving Online Quizzes in Corporate Finance and Investments for a Better Use of Seat Time

    ERIC Educational Resources Information Center

    Peng, Zhuoming

    2007-01-01

    The primary benefit of providing out-of-class online quizzes in a face-to-face class is to gain more in-class time. A study designed to investigate this issue was conducted during the Spring 2006 and Spring 2007 semesters. Thirty-one and 34 Corporate Finance undergraduate students from each semester, and 33 and 36 Investments undergraduate…

  15. To the Point: How Management Faculty Use Powerpoint Slides and Quizzes

    ERIC Educational Resources Information Center

    Williamson, Stan; Clow, Kenneth E.; Stevens, Robert E.

    2011-01-01

    This exploratory study examines U.S. management faculty usage of two types of supplements: PowerPoint (PPT) slides and quizzes. Results suggest the majority (67%) of experienced management faculty frequently employ PowerPoint in their classes. However, they do not see PPT basic slides provided by the publisher as very central to getting their…

  16. Effect of Formative Quizzes on Teacher Candidates' Learning in General Chemistry

    ERIC Educational Resources Information Center

    Yalaki, Yalcin; Bayram, Zeki

    2015-01-01

    Formative assessment or assessment for learning is one of the most emphasized educational innovations around the world. Two of the common strategies that could be used in formative assessment are use of summative tests for formative purposes and comment only marking. We utilized these strategies in the form of formative quizzes in a general…

  17. Emotions Experienced by Students Taking Online and Classroom Quizzes

    ERIC Educational Resources Information Center

    Stowell, Jeffrey R.; Allan, Wesley D.; Teoro, Samantha M.

    2012-01-01

    Emotions experienced during online academic examinations may differ from emotions experienced in the traditional classroom testing situation. Students in a "Psychology of Learning" course (n = 61) completed assessments of emotions before and after a quiz in each of the following settings: online at their own choice of time and location; online in…

  18. 1. Progress toward the synthesis of vancosamine using a tandem [4+2]/[3+2] cycloaddition. 2. Discussion boards and pre-lecture quizzes in organic chemistry courses

    NASA Astrophysics Data System (ADS)

    Miller, Tyson A.

    The sugar vancosamine is one of the two sugar residues found on the broad spectrum antibiotic vancomycin. A strategy using a tandem intermolecular [4+2]/intermolecular [3+2] cycloaddition with nitro olefins was employed in an effort to enantioselectively synthesize the target. The [4+2] cycloaddition proceeded well with tin tetrachloride in high yield. However, the products from the [3+2] cycloaddition afforded diastereomers with stereocenters that were inconsistent with the natural product. An online facilitated group work assignment was introduced to a first semester non-majors organic chemistry lecture courses with large enrollments (˜300--660 students). Student opinion surveys, performance scores, and a detailed account of time spent by the facilitator afforded insight on the value of such assignments with large class sizes. Format and number of attempts were varied in online pre-lecture quizzes administered to a first semester non-majors organic chemistry lecture course. Student quiz performance and post-quiz assessment shows significant differences in mastery of material and class preparedness with format and number of attempts. When combined with student survey data, recommendations are made as to how format selection and number of attempts can optimize the value of online pre-lecture quizzes as a learning tool and as an assessment tool.

  19. Supporting active learning in an undergraduate geotechnical engineering course using group-based audience response systems quizzes

    NASA Astrophysics Data System (ADS)

    Donohue, Shane

    2014-01-01

    The use of audience response systems (ARSs) or 'clickers' in higher education has increased over the recent years, predominantly owing to their ability to actively engage students, for promoting individual and group learning, and for providing instantaneous feedback to students and teachers. This paper describes how group-based ARS quizzes have been integrated into an undergraduate civil engineering course on foundation design. Overall, the ARS summary quizzes were very well received by the students. Feedback obtained from the students indicates that the majority believed the group-based quizzes were useful activities, which helped to improve their understanding of course materials, encouraged self-assessment, and assisted preparation for their summative examination. Providing students with clickers does not, however, necessarily guarantee the class will be engaged with the activity. If an ARS activity is to be successful, careful planning and design must be carried out and modifications adopted where necessary, which should be informed by the literature and relevant student feedback.

  20. Student Responses to a Flipped Introductory Physics Class with built-in Post-Video Feedback Quizzes

    NASA Astrophysics Data System (ADS)

    Ramos, Roberto

    We present and analyze student responses to multiple Introductory physics classes in a university setting, taught in a ''flipped'' class format. The classes included algebra- and calculus-based introductory physics. Outside class, students viewed over 100 online video lectures on Classical Mechanics, Electricity and Magnetism, and Modern Physics prepared by this author and in some cases, by a third-party lecture package available over YouTube. Inside the class, students solved and discussed problems and conceptual issues in greater detail. A pre-class online quiz was deployed as an important source of feedback. I will report on the student reactions to the feedback mechanism, student responses using data based on anonymous surveys, as well as on learning gains from pre-/post- physics diagnostic tests. The results indicate a broad mixture of responses to different lecture video packages that depend on learning styles and perceptions. Students preferred the online quizzes as a mechanism to validate their understanding. The learning gains based on FCI and CSEM surveys were significant.

  1. Web-based Pre-Lab Quizzes for the Introductory E&M Laboratory

    NASA Astrophysics Data System (ADS)

    Julian, Glenn

    2000-05-01

    A sequence of new experiments in electromagnetism (1) forms, at Miami University, part of an introductory laboratory course with one weekly two-hour meeting. This serves about 400 students annually, from both a 4-credit calculus-based lecture course for majors in physical sciences and engineering, and a 3-credit lecture course for majors in biological sciences. A guided-discovery Lab Manual and course Website (2) provide introduction to the physics. Pre-Lab Quizzes are intended to motivate students to prepare before coming to the lab. The entire test bank is posted in advance on the Web, and consists of multiple-choice questions which deal with fundamental concepts needed to appreciate lab observations. We have had students take the quizzes on-line with automatic scoring, but prefer having students justify in writing their answers to selected questions. Student reactions and evaluation by external referees are described. (1) Glenn M. Julian, Joseph Priest, and Peter Heller, Announcer 26 (2), 50 (1996). (2) http://www.muohio.edu/ lab184

  2. Invertebrates [Student Guide with Pre-Test, Teacher's Guide, Quizzes 1-5 and Post-Test].

    ERIC Educational Resources Information Center

    Falana, Kenneth

    This programed text, designed for upper elementary and middle school students, is intended to give students a basic knowledge of invertebrates. Students are expected to be able to identify, name, describe, classify to phylum, and draw animals studied in the text when the unit is completed. A pretest, a series of quizzes and are provided. The…

  3. Research and Teaching: Student Success Indicators Associated with Clicker-Administered Quizzes in an Honors Introductory Biology Course

    ERIC Educational Resources Information Center

    Kulesza, Amy E.; Clawson, Megan E.; Ridgway, Judith S.

    2014-01-01

    Instructors are frequently uncertain about the usefulness of methods to promote student-centered learning and uneasy about adopting new technologies such as clickers. We describe a study in which an honors biology instructor implemented clickers as a mechanism for students to complete in-class quizzes. To determine the usefulness of this approach,…

  4. Quiz Today: Should I Skip Class?

    ERIC Educational Resources Information Center

    Zizler, Peter

    2013-01-01

    How does selective assessment, wherein one counts only the best "k" out of "n" quizzes set, impact grade inflation? Based on our analysis, a specific quantitative answer can be given to a student who plans to skip a quiz, depending, of course, on the student's quiz writing consistency or inconsistency.

  5. The Effects of Formative Assessment Pre-Lecture Online Chapter Quizzes and Student-Initiated Inquiries to the Instructor on Academic Achievement

    ERIC Educational Resources Information Center

    Stull, Judith C.; Majerich, David M.; Bernacki, Matthew L.; Varnum, Susan Jansen; Ducette, Joseph P.

    2011-01-01

    This study's goal was to quantify the effects pre-lecture online quizzes and student-initiated inquiries to the instructor, either virtually or in person, had on students' achievement. Pre- and post-course tests were also implemented to an experimental and a comparison section of the same course. The number of electronic administrative contacts…

  6. Using Errors to Teach through a Two-Staged, Structured Review: Peer-Reviewed Quizzes and "What's Wrong with Me?"

    ERIC Educational Resources Information Center

    Coppola, Brian P.; Pontrello, Jason K.

    2014-01-01

    Using errors as a method of learning has been made explicit through a two-staged peer review and discussion. During organic chemistry discussion sessions, quizzes are followed by a structured peer review designed to help students identify and discuss student errors. After the face-to-face discussion, a second stage of review involves analyzing and…

  7. Mastery Quizzing as a Signaling Device to Cue Attention to Lecture Material

    ERIC Educational Resources Information Center

    Nevid, Jeffrey S.; Mahon, Katie

    2009-01-01

    A mastery quiz is a miniquiz given at the start and end of a lecture period used to signal key lecture concepts. It also provides an incentive for focused attention and regular and punctual attendance. Students earn points toward their final grades for submitting correct responses at either or both testings. Introductory psychology students showed…

  8. The endocrine quiz

    PubMed Central

    Kalra, Sanjay; Baruah, Manash P.; Nagesh, V. Sri

    2014-01-01

    With the recent explosion in endocrine conferences, audience fatigue has set in and conference planners are now looking at newer pedagogic methods to revive the interest of audiences in these conferences. The endocrine quiz has finally come of vogue and is increasingly becoming one of the most popular attractions of any ranking endocrine conference. The endocrine quiz has a large and varied palette and draws questions from religious scriptures, history, literature, current affairs, sports, movies and basic and paramedical sciences. The more we delve into the quizzable aspects of endocrinology, the more we realize that endocrinology is ubiquitous and there is no sphere in human life untouched by endocrine disorders. Be it epic characters like Kumbhakarna and Bheema, fiction characters like Tintin or Orphan Annie, sportspersons like Gail Devers or heads of state like George Bush Sr and Boris Yeltsin, all have contributed to the melting pot of endocrine quizzing. Adding further grist to the endocrine mill are the Nobel prizes, with their attendant anecdotes and controversies. Step into this world of endocrine quizzing to have an up close and personal look at the diverse facets of this subject. PMID:24944922

  9. "UML Quiz": Automatic Conversion of Web-Based E-Learning Content in Mobile Applications

    ERIC Educational Resources Information Center

    von Franqué, Alexander; Tellioglu, Hilda

    2014-01-01

    Many educational institutions use Learning Management Systems to provide e-learning content to their students. This often includes quizzes that can help students to prepare for exams. However, the content is usually web-optimized and not very usable on mobile devices. In this work a native mobile application ("UML Quiz") that imports…

  10. Teaching baroreflex physiology to medical students: a comparison of quiz-based and conventional teaching strategies in a laboratory exercise.

    PubMed

    Berg, Ronan M G; Plovsing, Ronni R; Damgaard, Morten

    2012-06-01

    Quiz-based and collaborative teaching strategies have previously been found to be efficient for the improving meaningful learning of physiology during lectures. These approaches have, however, not been investigated during laboratory exercises. In the present study, we compared the impact of solving quizzes individually and in groups with conventional teaching on the immediate learning during a laboratory exercise. We implemented two quizzes in a mandatory 4-h laboratory exercise on baroreflex physiology. A total of 155 second-year medical students were randomized to solve quizzes individually (intervention group I, n = 57), in groups of three to four students (intervention group II, n = 56), or not to perform any quizzes (control; intervention group III, n = 42). After the laboratory exercise, all students completed an individual test, which encompassed two recall questions, two intermediate questions, and two integrated questions. The integrated questions were of moderate and advanced difficulty, respectively. Finally, students completed an evaluation form. Intervention group I reached the highest total test scores and proved best at answering the integrated question of advanced difficulty. Moreover, there was an overall difference between groups for student evaluations of the quality of the teaching, which was highest for intervention group II. In conclusion, solving quizzes individually during a laboratory exercise may enhance learning, whereas solving quizzes in groups is associated with higher student satisfaction.

  11. Teaching Baroreflex Physiology to Medical Students: A Comparison of Quiz-Based and Conventional Teaching Strategies in a Laboratory Exercise

    ERIC Educational Resources Information Center

    Berg, Ronan M. G.; Plovsing, Ronni R.; Damgaard, Morten

    2012-01-01

    Quiz-based and collaborative teaching strategies have previously been found to be efficient for the improving meaningful learning of physiology during lectures. These approaches have, however, not been investigated during laboratory exercises. In the present study, we compared the impact of solving quizzes individually and in groups with…

  12. The Effects of Certain and Uncertain Reinforcement Procedures on the Quiz Submission and Performance of College Students

    ERIC Educational Resources Information Center

    Berkovits, Shira Melody

    2011-01-01

    College instructors often provide homework so that their students can review class material; however some students do not take advantage of these review opportunities. This study compared the effects of a certain reward and a lottery reward on the quiz submission rates and accuracy of 112 college students. In Baseline, quizzes were for practice…

  13. Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement

    ERIC Educational Resources Information Center

    McDaniel, Mark A.; Agarwal, Pooja K.; Huelser, Barbie J.; McDermott, Kathleen B.; Roediger, Henry L., III

    2011-01-01

    Typically, teachers use tests to evaluate students' knowledge acquisition. In a novel experimental study, we examined whether low-stakes testing ("quizzing") can be used to foster students' learning of course content in 8th grade science classes. Students received multiple-choice quizzes (with feedback); in the quizzes, some target content that…

  14. Extensive Reading Quizzes and Reading Attitudes

    ERIC Educational Resources Information Center

    Stoeckel, Tim; Reagan, Nevitt; Hann, Fergus

    2012-01-01

    Extensive reading (ER) has become a common feature of many English as a second or foreign language (ESL/EFL) programs. There is evidence that reading large amounts of easy, interesting material may improve foreign language skills, most notably in vocabulary, reading rates, and overall proficiency. However, teacher evaluation of extensive reading…

  15. YouTube and Video Quizzes

    ERIC Educational Resources Information Center

    Yee, Kevin; Hargis, Jace

    2010-01-01

    The Internet sensation YouTube (http://www.youtube.com) has become such a force online that it was estimated in 2006 to account for a full tenth of the bandwidth by the entire Internet in the United States (WebProNews, 2007), and to use as much bandwidth in 2007 as the entire Internet had done in 2000 (Carter, 2008). Like many technological tools…

  16. Quizzing Promotes Deeper Acquisition in Middle School Science: Transfer of Quizzed Content to Summative Exams

    ERIC Educational Resources Information Center

    Agarwal, Pooja K.; McDaniel, Mark A.; Thomas, Ruthann C.; McDermott, Kathleen B.; Roediger, Henry L., III

    2011-01-01

    The use of summative testing to evaluate students' acquisition, retention, and transfer of instructed material is a fundamental aspect of educational practice and theory. However, a substantial basic literature has established that testing is not a neutral event--testing can also enhance and modify memory (Carpenter & DeLosh, 2006; Hogan &…

  17. A Usability Comparison of PDA-Based Quizzes and Paper-and-Pencil Quizzes

    ERIC Educational Resources Information Center

    Segall, Noa; Doolen, Toni L.; Porter, J. David

    2005-01-01

    In the last few years, schools and universities have incorporated personal digital assistants (PDAs) into their teaching curricula in an attempt to enhance students' learning experience and reduce instructors' workload. One of the most common uses of PDAs in the classroom is as a test administrator. This study compared the usability effectiveness,…

  18. IBPAT/OSHA Health and Safety Education Quiz Book. Painters, Abrasive Blasters, Tapers, Paint Makers, Floorcoverers.

    ERIC Educational Resources Information Center

    International Brotherhood of Painters and Allied Trades, Washington, DC.

    Designed for use by instructors using the "Health and Safety Education Book" (International Brotherhood of Painters and Allied Trades/Occupational Safety and Health Act), this book contains quizzes specifically for painters, abrasive blasters, tapers, paint makers, and floorcoverers. Quizzes included in the book focus on testing areas such as (1)…

  19. Sleep Quiz

    MedlinePlus

    Skip Navigation Bar Home Current Issue Past Issues Sleep Quiz Past Issues / Summer 2007 Table of Contents ... on. Photo: iStock Take the National Center on Sleep Disorders Research Sleep Quiz TRUE OR FALSE ? _____1. ...

  20. Effects of random study checks and guided notes study cards on middle school special education students' notetaking accuracy and science vocabulary quiz scores

    NASA Astrophysics Data System (ADS)

    Wood, Charles L.

    % during ON, 89% during ON+RSC, and 99.5% during GNSC+RSC. The class mean scores on next-day quizzes during ON, ON+RSC, and GNSC+RSC was 39%, 68%, and 90%, respectively. The class mean score on review quizzes following ON, ON+RSC, and GNSC+RSC was 2.1, 5.3, and 7.8 (maximum score, 10), respectively. Results for five of the seven students provide convincing evidence of functional relationships between ON+RSC and higher quiz scores compared to ON and between GNSC+RSC and higher quiz scores compared to ON+RSC. Students', teachers', and parents' opinions regarding the RSC and GNSC procedures were highly favorable.

  1. The Enhancement of Student's Learning in Both Lower-Division and Upper-Division Classes by a Quiz-Based Approach

    ERIC Educational Resources Information Center

    Faraji, Sepideh

    2012-01-01

    In this study, an investigation into the proper use of weekly quizzes in chemical engineering program has been conducted. The traditional weekly homework assignments were replaced with weekly paper quizzes. Achievement levels of students were compared with those students who learn through traditional homework assignments only. The results show the…

  2. Sarcoidosis Quiz

    MedlinePlus

    ... Share this page from the NHLBI on Twitter. Sarcoidosis Quiz Sarcoidosis is a disease of unknown cause that leads ... various organs in the body. The outcome of sarcoidosis varies. The disease leads to organ damage in ...

  3. Sleep Quiz

    MedlinePlus

    ... Home » About the NHLBI » Organization » National Center on Sleep Disorders Research (NCSDR) » Patient & Public Information » Sleep Quiz National Center on Sleep Disorders Research Research Professional Education Patient & Public Information Communications ...

  4. Random Learning Units Using WIRIS Quizzes in Moodle

    ERIC Educational Resources Information Center

    Mora, Angel; Merida, Enrique; Eixarch, Ramon

    2011-01-01

    Moodle is an extended learning management system for developing learning units, including mathematically-based subjects. A wide variety of material can be developed in Moodle which contains facilities for forums, questionnaires, lessons, tasks, wikis, glossaries and chats. Therefore, the Moodle platform provides a meeting point for those working…

  5. Motivating Students to Read with Collaborative Reading Quizzes

    ERIC Educational Resources Information Center

    Quinn, Timothy; Eckerson, Todd

    2010-01-01

    One of the most important challenges a teacher faces is motivating his or her students to complete reading assignments and to complete them carefully. After all, if students bring to class a basic understanding of the text up for discussion, much deeper learning can occur than if the teacher is forced to spend time explaining the reading to…

  6. Using Group Quizzes to Engage Students in Learning Calculus

    ERIC Educational Resources Information Center

    Xue, Fei; McGivney-Burelle, Jean

    2012-01-01

    As noted in "Beyond Crossroads" (AMATYC, 2006), for today's students, learning mathematics is participatory and depends on the active involvement of students (p. 53). The National Council of Teachers of Mathematics shares the point of view that the teaching and learning of mathematics should include giving students ample opportunity to think…

  7. Stay Teen: Games

    MedlinePlus

    ... here Home » Games and Quizzes Games and Quizzes Facebook Twitter Tumblr Shares · 7 quiz Relationship Checkup! How Healthy is Your Relationship? Shares · 0 Comments · 0 quiz Should You Make it Official? Shares · 0 Comments · 0 quiz Which Celebrity Couple Are You? Shares · 0 Comments · 0 quiz Are ...

  8. Cholesterol IQ Quiz

    MedlinePlus

    ... Pressure High Blood Pressure Tools & Resources Stroke More Cholesterol IQ Quiz Updated:Feb 2,2015 Begin the quiz Cholesterol • Home • About Cholesterol Introduction Good vs. Bad Cholesterol ...

  9. Blood Pressure Quiz

    MedlinePlus

    ... page please turn Javascript on. Feature: High Blood Pressure Blood Pressure Quiz Past Issues / Fall 2011 Table of Contents ... About High Blood Pressure / Treatment: Types of Blood Pressure Medications / Blood Pressure Quiz Fall 2011 Issue: Volume 6 Number ...

  10. Television Quiz Show Simulation

    ERIC Educational Resources Information Center

    Hill, Jonnie Lynn

    2007-01-01

    This article explores the simulation of four television quiz shows for students in China studying English as a foreign language (EFL). It discusses the adaptation and implementation of television quiz shows and how the students reacted to them.

  11. Immune System Quiz

    MedlinePlus

    ... Homework? Here's Help White House Lunch Recipes Quiz: Immune System KidsHealth > For Kids > Quiz: Immune System Print A A A Text Size How much do you know about your immune system? Find out by taking this quiz! View Survey ...

  12. Quiz Corrections: Improving Learning by Encouraging Students to Reflect on Their Mistakes

    ERIC Educational Resources Information Center

    Henderson, Charles; Harper, Kathleen A.

    2009-01-01

    Most introductory physics instructors administer several quizzes and/or exams each term. Instructors are willing to invest the significant time it takes to develop, administer, and grade these assessments because they believe that regular assessments help students learn. However, instructors also believe that students do not make full use of the…

  13. Who Wants to Be a Biologist? An Excellent Quiz Tool for Students

    ERIC Educational Resources Information Center

    Turner, Ian J.

    2008-01-01

    Lectures tend to be a largely passive experience with respect to student learning and it has been shown that engaging students in their own learning can increase their understanding. Quizzes have been shown to be a mechanism that improves the student learning experience, and other key factors such as a competitive environment, enjoyment, and a…

  14. Cerebral Palsy (CP) Quiz

    MedlinePlus

    ... Submit Button Past Emails CDC Features Pop Quiz: Cerebral Palsy Language: English Español (Spanish) Recommend on Facebook Tweet ... Sandy is the parent of a child with cerebral palsy and the Board President of Gio’s Garden , a ...

  15. A Thanksgiving Quiz.

    ERIC Educational Resources Information Center

    Ahern, John

    1991-01-01

    Observes that instruction about Pilgrim and American Indian life often is filled with misconceptions. Explains that the foods and dress of the era differed those usually portrayed in association with the "first" Thanksgiving, a continuation of an ancient harvest celebration. Offers a Thanksgiving quiz for teaching students the realities of early…

  16. Improving Geographic Literacy among First-Year Undergraduate Students: Testing the Effectiveness of Online Quizzes

    ERIC Educational Resources Information Center

    Turner, Sally; Leydon, Joseph

    2012-01-01

    To make sense of spatial data, information and concepts strong geographic literacy skills are a prerequisite, yet existing studies suggest a global decline in these skills. Current geographic tools predominantly focus on mapping tasks that do not necessarily lead to an understanding of the broader geographic relevance of location. This article…

  17. Increasing Student Engagement with Practical Classes through Online Pre-Lab Quizzes

    ERIC Educational Resources Information Center

    Cann, Alan J.

    2016-01-01

    Laboratory practicals classes are an essential component of all science degrees, but are a pinch point because of rising student numbers, rising student expectations and falling student exposure to laboratory work prior to entering higher education. Augmentation of physical laboratory work with online interventions is not new, but as virtual…

  18. Promoting Active Learning through "Pub Quizzes"--A Case Study at the University of Kent

    ERIC Educational Resources Information Center

    Klappa, Peter

    2009-01-01

    Several teaching approaches with a focus on active learning have been developed in the past, with the aim to encourage the learner to take responsibility for their own learning progress. Most of these approaches augment the learning of material after it was introduced in conventional lectures. The aim of this project was to develop a teaching…

  19. HyperText across the curriculum: implications of quizzes linked to full text course materials.

    PubMed

    Jackson, J; Duling, B

    1991-01-01

    This demonstration shows a hypertext self assessment and teaching system that is linked to an extensive set of referenced course handouts. The system allows easy courseware development with multiple authors working in a networked environment with either DOS or Macintosh computers. Searchable hypertext course handouts benefit not only the student trying to relate material between courses, but also assist the faculty in the development of appropriate instructional materials as well as course goals and objectives. PMID:1807763

  20. An Automated Method to Generate e-Learning Quizzes from Online Language Learner Writing

    ERIC Educational Resources Information Center

    Flanagan, Brendan; Yin, Chengjiu; Hirokawa, Sachio; Hashimoto, Kiyota; Tabata, Yoshiyuki

    2013-01-01

    In this paper, the entries of Lang-8, which is a Social Networking Site (SNS) site for learning and practicing foreign languages, were analyzed and found to contain similar rates of errors for most error categories reported in previous research. These similarly rated errors were then processed using an algorithm to determine corrections suggested…

  1. Content preauthoring: preparing medical imaging information for multimedia authoring and quizzing.

    PubMed

    Hawkins, H H; Boscak, A R; Ciaschini, M W; Vogel, N M; Mossey, M W

    1997-01-01

    Recent advances in multimedia development software and related hardware have given professionals and nonprofessionals tremendous power and flexibility to create multimedia education and training programs. Nevertheless, content organization remains a key and often neglected component of program development. Content preauthoring puts findings, diagnoses, differential diagnoses, and other standard radiologic concepts into a format that fosters logical program layout, centralized remediation, record keeping, decreased data entry, a variety of user levels, easy addition of cases, and linkage to a question-generating program. The goal of content preauthoring is to organize radiologic material into a hierarchical or spreadsheet-based structure that provides a logical basis for software design. By separating content design from software authoring, both processes become more manageable. This approach is applicable to visually oriented topics that focus on identification. The highly structured, goal-oriented nature of the method makes it particularly suitable for newcomers to multimedia authoring.

  2. Face the Fats Quiz 2

    MedlinePlus

    Face the Fats Quiz II Do you know your fats by heart? Ready to make informed choices about the foods you ... to fried chicken, test your knowledge about the fats in some familiar foods. Welcome to Face the ...

  3. Example of Good Practice of a Learning Environment with a Classroom Response System in a Mechanical Engineering Bachelor Course

    ERIC Educational Resources Information Center

    Arteaga, Ines Lopez; Vinken, Esther

    2013-01-01

    Results of a successful pilot study are presented, in which quizzes are introduced in a second year bachelor course for mechanical engineering students. The pilot study course entailed the basic concepts of mechanical vibrations in complex, realistic structures. The quiz is held weekly using a SharePoint application. The purpose of the quizzes is…

  4. Gaps"

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2013

    2013-01-01

    This study investigated the effect of daily quizzes on the performance of college students. Students in an introductory psychology course used their own wireless-enabled devices to take short Internet-based quizzes at the beginning of every class. The quiz items were drawn approximately equally from material covered in the readings and the…

  5. Online Self-testing Resources Prepared by Peer Tutors as a Formative Assessment Tool in Pharmacology Courses

    PubMed Central

    Mathews, Jennifer L.

    2016-01-01

    Objective. To assess the effectiveness of optional online quizzes written by peer tutors in a pharmacology course for doctor of pharmacy students. Methods. Online quizzes were written by peer tutors for second-year pharmacy students. Quizzes reflected the material taught during lecture and were in a format similar to that of the examinations. Data related to performance on each quiz and each examination were collected throughout the semester. At the end of the semester, students and peer tutors were surveyed to gather information on the utility and success of the quizzes. Results. Students taking online quizzes performed significantly better on examinations than those who did not take quizzes. In addition, students received higher scores on examinations than when practicing with the quizzes. Surveys suggest that students liked the quizzes and felt they increased their confidence and performance on examinations. Conclusion. The quizzes were beneficial to student performance on examinations as well as student perception of performance and confidence going into the examinations. Quizzes were also beneficial learning experiences for peer tutors. PMID:27756932

  6. Nicotine Withdrawal; Measure Your Symptoms (Quiz)

    MedlinePlus

    ... Slips & Relapses Slips Happen Tips for Slips Understanding Smoking Secondhand Smoke Quiz: How Bad is Secondhand Smoke? E- ... Slips & Relapses Slips Happen Tips for Slips Understanding Smoking Secondhand Smoke Quiz: How Bad is Secondhand Smoke? E- ...

  7. Headaches and Migraines: Migraine 101 Quiz

    MedlinePlus

    ... Bar Home Current Issue Past Issues Headaches and Migraines Migraine 101 Quiz Past Issues / Spring 2009 Table of ... the facts when it comes to headaches and migraines? Test your knowledge with this quick quiz. True/ ...

  8. A "Quiz" on Italian Civilization.

    ERIC Educational Resources Information Center

    Russo, Giuseppe Antonio

    1940-01-01

    The cultural achievements of Italy are utilized to spur interest in the study of Italian. A weekly, multiple-choice type quiz posted on the Italian bulletin board questions curious passers-by in the areas of fine arts, literature, science, geography, history, and miscellaneous items. Sample items of this motivational device follow a description of…

  9. Quiz: Alzheimer's Disease Quiz | Alzheimer's disease | NIH MedlinePlus the Magazine

    MedlinePlus

    ... of this page please turn Javascript on. Feature: Alzheimer's Disease Quiz: Alzheimer's Disease Quiz Past Issues / Fall 2010 Table of ... How many people in the United States have Alzheimer's disease? as many as 5.1 million as ...

  10. Supporting Active Learning in an Undergraduate Geotechnical Engineering Course Using Group-Based Audience Response Systems Quizzes

    ERIC Educational Resources Information Center

    Donohue, Shane

    2014-01-01

    The use of audience response systems (ARSs) or "clickers" in higher education has increased over the recent years, predominantly owing to their ability to actively engage students, for promoting individual and group learning, and for providing instantaneous feedback to students and teachers. This paper describes how group-based ARS…

  11. Developing and Incorporating Instructional Videos and Quizzes as a Blended and Online Learning Component in an Undergraduate Optical Microscopy Curriculum.

    NASA Astrophysics Data System (ADS)

    Tramontano, S.; Gualda, G. A. R.; Claiborne, L. L.; Brame, C.

    2015-12-01

    Optical mineralogy is not an easy skill to master as an undergraduate, but it is crucial for understanding what the Earth is made out of. It is a supplementary and specific skillset typically taught in a microscope lab supporting lessons on crystallography, chemistry and mineral analysis in the classroom. Mastering the basic skills is required for advancement in courses that utilize thin sections in teaching igneous, metamorphic, and sedimentary rocks. This project asks: Will exposing undergraduate Earth and environmental studies students to optical microscopy figures in videos prior to lab assist in the acquisition of skills required to describe and distinguish Earth materials? This project is conducted in conjunction with the Blended and Online Learning Design (BOLD) Fellowship offered through the Center for Teaching (CFT) at Vanderbilt University. Eight videos and accompanying pre-lab questions were hosted online weekly in a semester-long, undergraduate Earth materials course. The focus of the design of the videos and supporting questions is specifically on microscopy skills rather than on optics concepts, which is taught post-video. The videos were made available prior to a weekly lab with the intent of familiarizing the student with the types of images and information he/she should obtain with the microscope. Multiple choice, formative-style questions accompany the videos in an online-hosted assignment. These questions are graded on basis of completion and are intended to aid in student metacognition. Subjects include students in the Vanderbilt University Earth Materials course and students from the Hanover College Mineralogy course. The effectiveness of the videos is assessed in two parts: (1) Comparing the homework and lab final grades of the students this year with those of the students last year (2) Analysis of a weekly questionnaire. The answers after each week will be compiled and compared. Collecting data from Vanderbilt University students and Hanover College students diversifies the student population for this study, making it more comprehensive and applicable across different types of institutions. We will use our assessment of the effectiveness of the videos this year to modify and improve the videos and their use in future offerings of the courses.

  12. How's Your Self-Esteem? (Quiz)

    MedlinePlus

    ... I Help a Friend Who Cuts? How's Your Self-Esteem? (Quiz) KidsHealth > For Teens > How's Your Self-Esteem? (Quiz) Print A A A Text Size We hear a lot about the importance of self-esteem. Self-esteem can influence our happiness and success. ...

  13. The Pedagogic Potential of the Pub Quiz

    ERIC Educational Resources Information Center

    Bourner, Tom; Heath, Linda

    2014-01-01

    This article examines an innovative approach to the induction of students on an Education Doctorate programme by exploring the value of the pub quiz as a pedagogic device to support learning. The quiz took relatively little time out of a two-day induction programme and had the dual benefits of providing a stimulating and entertaining way of…

  14. Measuring and reducing college students' procrastination.

    PubMed

    Perrin, Christopher J; Miller, Neal; Haberlin, Alayna T; Ivy, Jonathan W; Meindl, James N; Neef, Nancy A

    2011-01-01

    We examined college students' procrastination when studying for weekly in-class quizzes. Two schedules of online practice quiz delivery were compared using a multiple baseline design. When online study material was made available noncontingently, students usually procrastinated. When access to additional study material was contingent on completing previous study material, studying was more evenly distributed. Overall, the mean gain in percentage correct scores on weekly in-class quizzes relative to pretests was greater during contingent access than during noncontingent access conditions.

  15. When Two Heads Are Worse than One, Revisited: Confidence Resolutions by Individuals in Structured Learning Groups.

    ERIC Educational Resources Information Center

    Puncochar, Judith; And Others

    Individual and group assessments of quiz accuracy and students' discrimination of what they know and what they do not know regarding course material were examined using confidence ratings from 22 graduate students, 47 undergraduates, and their 23 heterogeneous learning groups over 6 quizzes. Students first took each multiple choice quiz as…

  16. Does Computer-Aided Formative Assessment Improve Learning Outcomes?

    ERIC Educational Resources Information Center

    Hannah, John; James, Alex; Williams, Phillipa

    2014-01-01

    Two first-year engineering mathematics courses used computer-aided assessment (CAA) to provide students with opportunities for formative assessment via a series of weekly quizzes. Most students used the assessment until they achieved very high (>90%) quiz scores. Although there is a positive correlation between these quiz marks and the final…

  17. Testing to enhance retention in human anatomy.

    PubMed

    Logan, Jessica M; Thompson, Andrew J; Marshak, David W

    2011-01-01

    Recent work in cognitive psychology has shown that repeatedly testing one's knowledge is a powerful learning aid and provides substantial benefits for retention of the material. To apply this in a human anatomy course for medical students, 39 fill-in-the-blank quizzes of about 50 questions each, one for each region of the body, and four about the nervous system, were developed. The quizzes were optional, and no credit was awarded. They were posted online using Blackboard, which provided feedback, and they were very popular. To determine whether the quizzes had any effect on retention, they were given in a controlled setting to 21 future medical and dental students. The weekly quizzes included questions on regional anatomy and an expanded set of questions on the nervous system. Each question about the nervous system was given three times, in a slightly different form each time. The second quiz was given approximately half an hour after the first one, and the third was given one week after the second to assess retention. The quizzes were unpopular, but students showed robust improvement on the questions about the nervous system. The scores increased by almost 9% on the second quiz, with no intervention except viewing the correct answers. The scores were 29% higher on the third quiz than on the first, and there was also a positive correlation between the grades on the quizzes and the final examination. Thus, repeated testing is an effective strategy for learning and retaining information about human anatomy. PMID:21805688

  18. Validation of the male osteoporosis knowledge quiz.

    PubMed

    Gaines, Jean M; Marx, Katherine A; Narrett, Matthew; Caudill, JoAnn; Landsman, Jeffrey; Parrish, John M

    2011-01-01

    The purpose of this study was to validate the six-item Men's Osteoporosis Knowledge Quiz (MOKQ). The MOKQ asks questions about risk factors that are pertinent to men, such as the risk for developing low bone mass related to hormone treatment for prostate cancer and the importance of testosterone for bone mass. A survey was sent to 242 men with a mean age of 83.2 years. The mean number of questions answered correctly in response to the six-item MOKQ was 2.37. Convergent validity was examined by correlating the score achieved on the MOKQ with the score achieved on the total Facts on Osteoporosis Quiz. The Pearson correlation coefficient for the MOKQ and the Facts on Osteoporosis Quiz was r = .76. Reliability was demonstrated by computing a Cronbach's alpha for the MOKQ (r = .72). The MOKQ was found to have adequate reliability and validity in assessing older men's knowledge about osteoporosis.

  19. A Student-Centered Interactive Color Quiz

    NASA Astrophysics Data System (ADS)

    Wyrembeck, Edward P.

    2003-12-01

    This year I wanted to get my conceptual physics students more actively involved in their study of color addition and subtraction, so I decided to develop an interactive color quiz that I could use throughout the unit. I use the electron oscillator model to explain the emission, reflection, and absorption of light at the atomic level. My quiz is an extension of an activity I read about in The Physics Teacher on an "Interactive Spectra Demonstration." It requires only some spray-painted tennis balls (red, green, and blue) and whatever color of clothing the students wear to class.

  20. Using SMS Quiz in Teaching and Learning

    ERIC Educational Resources Information Center

    Ziden, Azidah Abu; Rahman, Muhammad Faizal Abdul

    2013-01-01

    Purpose: This paper discusses the development of a system using SMS (short messaging system) to facilitate learning and also as a new method in the evaluation of teaching and learning. Design/methodology/approach: The design of a system that uses SMS for the quiz is proposed as an alternative for formative assessment of teaching and learning for…

  1. Frequent Collaborative Quiz Taking and Conceptual Learning

    ERIC Educational Resources Information Center

    Rezaei, Ali R.

    2015-01-01

    This quasi-experimental study reports on the effectiveness of three assessment strategies for students' performance. The primary goal was to determine whether there are any improvements in students' conceptual learning when a frequent (weekly) quiz is used for grading purposes compared to using midterm and final examinations only. Another goal was…

  2. Facts on Aging: A Short Quiz

    ERIC Educational Resources Information Center

    Palmore, Erdman

    1977-01-01

    A short, factual, and documented quiz is developed and tested which covers the basic facts and frequent misconceptions about aging. Its uses include stimulating discussion, measuring levels of information and anti-aged bias, identifying the most frequent misconceptions, measuring the effects of courses, and measuring changes in public information…

  3. Biochemistry Games: "AZ-Quiz" and "Jeopardy!"

    ERIC Educational Resources Information Center

    Rostejnska, Milada; Klimova, Helena

    2011-01-01

    "AZ-Quiz" and "Jeopardy!" are popular television shows and serve as the basis for in-class games designed to support and diversify chemistry instruction at the high school level. Both games were created in Microsoft PowerPoint, which is an easily accessible and controllable instrument that enables the creation of engaging animation. The use of…

  4. Tobacco Addiction: 'Why Do I Smoke?' Quiz

    MedlinePlus

    MENU Return to Web version Tobacco Addiction | “Why do I smoke?" Quiz Why do I smoke? If you learn the answer to this question, it will be easier to ... m hooked." In addition to having a psychological addiction to smoking, you may also be physically addicted ...

  5. Integrating an Information Literacy Quiz into the Learning Management System

    ERIC Educational Resources Information Center

    Lowe, M. Sara; Booth, Char; Tagge, Natalie; Stone, Sean

    2014-01-01

    The Claremont Colleges Library Instruction Services Department developed a quiz that could be integrated into the consortial learning management software to accompany a local online, open-source information literacy tutorial. The quiz is integrated into individual course pages, allowing students to receive a grade for completion and improving…

  6. Nurturing Your Newborn: Young Parents' Guide to Baby's First Month. [With Teacher's Guide (Workbook Responses, Quizzes, Answer Keys) and Independent Study Guide.

    ERIC Educational Resources Information Center

    Lindsay, Jeanne Warren; Brunelli, Jean

    A teen mother is likely to be out of school for several weeks following childbirth and will probably spend many hours caring for and bonding with her child. Schools may take this opportunity to allow her to earn elective school credit. This document is comprised of a textbook for use in such a course, a study guide, and a teacher's guide. The…

  7. Uncontrolled Web-Based Administration of Surveys on Factual Health-Related Knowledge: A Randomized Study of Untimed Versus Timed Quizzing

    PubMed Central

    2015-01-01

    Background Health knowledge and literacy are among the main determinants of health. Assessment of these issues via Web-based surveys is growing continuously. Research has suggested that approximately one-fifth of respondents submit cribbed answers, or cheat, on factual knowledge items, which may lead to measurement error. However, little is known about methods of discouraging cheating in Web-based surveys on health knowledge. Objective This study aimed at exploring the usefulness of imposing a survey time limit to prevent help-seeking and cheating. Methods On the basis of sample size estimation, 94 undergraduate students were randomly assigned in a 1:1 ratio to complete a Web-based survey on nutrition knowledge, with or without a time limit of 15 minutes (30 seconds per item); the topic of nutrition was chosen because of its particular relevance to public health. The questionnaire consisted of two parts. The first was the validated consumer-oriented nutrition knowledge scale (CoNKS) consisting of 20 true/false items; the second was an ad hoc questionnaire (AHQ) containing 10 questions that would be very difficult for people without health care qualifications to answer correctly. It therefore aimed at measuring cribbing and not nutrition knowledge. AHQ items were somewhat encyclopedic and amenable to Web searching, while CoNKS items had more complex wording, so that simple copying/pasting of a question in a search string would not produce an immediate correct answer. Results A total of 72 of the 94 subjects started the survey. Dropout rates were similar in both groups (11%, 4/35 and 14%, 5/37 in the untimed and timed groups, respectively). Most participants completed the survey from portable devices, such as mobile phones and tablets. To complete the survey, participants in the untimed group took a median 2.3 minutes longer than those in the timed group; the effect size was small (Cohen’s r=.29). Subjects in the untimed group scored significantly higher on CoNKS (mean difference of 1.2 points, P=.008) and the effect size was medium (Cohen’s d=0.67). By contrast, no significant between-group difference in AHQ scores was documented. Unexpectedly high AHQ scores were recorded in 23% (7/31) and 19% (6/32) untimed and timed respondents, respectively, very probably owing to “e-cheating”. Conclusions Cribbing answers to health knowledge items in researcher-uncontrolled conditions is likely to lead to overestimation of people’s knowledge; this should be considered during the design and implementation of Web-based surveys. Setting a time limit alone may not completely prevent cheating, as some cheats may be very fast in Web searching. More complex and contextualized wording of items and checking for the “findability” properties of items before implementing a Web-based health knowledge survey may discourage help-seeking, thus reducing measurement error. Studies with larger sample sizes and diverse populations are needed to confirm our results. PMID:25872617

  8. "Channel One" as a Current Events Medium for Secondary Students.

    ERIC Educational Resources Information Center

    Cramer, Rebecca Castle

    1995-01-01

    Students' awareness of current events from a "Channel One" broadcast is examined. Five three-item quizzes tested high school students' short-term recall and knowledge of the news, features, and "Pop Quiz" questions contained in the program. Questionnaires evaluated students' and teachers' attitudes, perception, (students') exposure to other news…

  9. Implementation and Student Perceptions of e-Assessment in a Chemical Engineering Module

    ERIC Educational Resources Information Center

    Sorensen, Eva

    2013-01-01

    This paper describes work carried out at the Department of Chemical Engineering at UCL into the use of e-assessment in a second year module and, in particular, the student perceptions of this mode of assessment. Three quizzes were implemented in Moodle, the first two as formative assessment and the final quiz as summative assessment. The results…

  10. Web-Assisted Education: From Evaluation to Learning

    ERIC Educational Resources Information Center

    Stefansson, Gunnar; Sigurdardottir, Asta Jenny

    2011-01-01

    Exams have traditionally been given to evaluate students but in recent years, with the appearance of freely accessible on-line tutoring, quizzes can also be used as a learning tool. In systems where students can request quiz items until a satisfactory grade is obtained, new probabilistic approaches are required for dealing items to students and…

  11. Adding Test Generation to the Teaching Machine

    ERIC Educational Resources Information Center

    Bruce-Lockhart, Michael; Norvell, Theodore; Crescenzi, Pierluigi

    2009-01-01

    We propose an extension of the Teaching Machine project, called Quiz Generator, that allows instructors to produce assessment quizzes in the field of algorithm and data structures quite easily. This extension makes use of visualization techniques and is based on new features of the Teaching Machine that allow third-party visualizers to be added as…

  12. Measuring and Reducing College Students' Procrastination

    ERIC Educational Resources Information Center

    Perrin, Christopher J.; Miller, Neal; Haberlin, Alayna T.; Ivy, Jonathan W.; Meindl, James N.; Neef, Nancy A.

    2011-01-01

    We examined college students' procrastination when studying for weekly in-class quizzes. Two schedules of online practice quiz delivery were compared using a multiple baseline design. When online study material was made available noncontingently, students usually procrastinated. When access to additional study material was contingent on completing…

  13. Orthopedic Health: Osteoarthritis— What You Should Know (quiz)

    MedlinePlus

    ... Bar Home Current Issue Past Issues Orthopedic Health Osteoarthritis— What You Should Know Past Issues / Spring 2009 ... Javascript on. How much do you know about osteoarthritis, its causes, and its therapies? Take this quiz ...

  14. Nephrology quiz and questionnaire: renal replacement therapy.

    PubMed

    Golper, Thomas A; Glassock, Richard J; Bleyer, Anthony J

    2012-08-01

    Presentation of the Nephrology Quiz and Questionnaire has become an annual "tradition" at the meetings of the American Society of Nephrology. It is a very popular session judged by consistently large attendance. Members of the audience test their knowledge and judgment on a series of case-oriented questions prepared and discussed by experts. They can also compare their answers in real time, using audience response devices, with those of program directors of nephrology training programs in the United States, acquired through an Internet-based questionnaire. Topics presented here include fluid and electrolyte disorders, transplantation, and ESRD and dialysis. Cases representing each of these categories along with single best answer questions were prepared by a panel of experts (Drs. Palmer, Hricik, and Golper, respectively). After the audience responses, the "correct" and "incorrect" answers then were briefly discussed and the results of the questionnaire were displayed. This article aims to recapitulate the session and reproduce its educational value for a larger audience-readers of the Clinical Journal of the American Society of Nephrology. Have fun.

  15. Measuring and reducing college students' procrastination.

    PubMed

    Perrin, Christopher J; Miller, Neal; Haberlin, Alayna T; Ivy, Jonathan W; Meindl, James N; Neef, Nancy A

    2011-01-01

    We examined college students' procrastination when studying for weekly in-class quizzes. Two schedules of online practice quiz delivery were compared using a multiple baseline design. When online study material was made available noncontingently, students usually procrastinated. When access to additional study material was contingent on completing previous study material, studying was more evenly distributed. Overall, the mean gain in percentage correct scores on weekly in-class quizzes relative to pretests was greater during contingent access than during noncontingent access conditions. PMID:21941379

  16. The Buddy Quiz: A Collaborative Assessment and a Representation of the Scientific Enterprise

    ERIC Educational Resources Information Center

    Hoffman, Ian M.

    2012-01-01

    The form and function of a collaborative assessment known as a "Buddy Quiz" is presented. The assessment is conducted in three successive phases over a contiguous 45-60 min class period. A portion of each quiz is completed in collaboration with one or two peers and a portion is completed without collaboration. The quiz is primarily summative and…

  17. Stimulating Student Interest in Physiology: The Intermedical School Physiology Quiz

    ERIC Educational Resources Information Center

    Cheng, Hwee-Ming

    2010-01-01

    The Intermedical School Physiology Quiz (IMSPQ) was initiated in 2003 during the author's last sabbatical from the University of Malaya. At this inaugural event, there were just seven competing teams from Malaysian medical schools. The challenge trophy for the IMSPQ is named in honor of Prof. A. Raman, who was the first Malaysian Professor of…

  18. Implementation and student perceptions of e-assessment in a Chemical Engineering module

    NASA Astrophysics Data System (ADS)

    Sorensen, Eva

    2013-05-01

    This paper describes work carried out at the Department of Chemical Engineering at UCL into the use of e-assessment in a second year module and, in particular, the student perceptions of this mode of assessment. Three quizzes were implemented in Moodle, the first two as formative assessment and the final quiz as summative assessment. The results were very encouraging and practically all students engaged with the process. An online survey was delivered to all students after the module, which showed that the students felt that e-assessment added value to their learning and they would like to see it implemented in other modules. The quizzes were intended to be mainly beneficial to the weaker students as it gave them an opportunity to go over key aspects of the material in their own time. Interestingly, the stronger students were even more in favour of e-learning than the weaker students, for whom the quizzes were originally designed.

  19. Interactive learning in oral and maxillofacial radiology

    PubMed Central

    Ganguly, Rumpa

    2016-01-01

    Purpose The use of electronic tools in teaching is growing rapidly in all fields, and there are many options to choose from. We present one such platform, Learning Catalytics™ (LC) (Pearson, New York, NY, USA), which we utilized in our oral and maxillofacial radiology course for second-year dental students. Materials and Methods The aim of our study was to assess the correlation between students' performance on course exams and self-assessment LC quizzes. The performance of 354 predoctoral dental students from 2 consecutive classes on the course exams and LC quizzes was assessed to identify correlations using the Spearman rank correlation test. The first class was given in-class LC quizzes that were graded for accuracy. The second class was given out-of-class quizzes that were treated as online self-assessment exercises. The grading in the self-assessment exercises was for participation only and not accuracy. All quizzes were scheduled 1-2 weeks before the course examinations. Results A positive but weak correlation was found between the overall quiz scores and exam scores when the two classes were combined (P<0.0001). A positive but weak correlation was likewise found between students' performance on exams and on in-class LC quizzes (class of 2016) (P<0.0001) as well as on exams and online LC quizzes (class of 2017) (P<0.0001). Conclusion It is not just the introduction of technological tools that impacts learning, but also their use in enabling an interactive learning environment. The LC platform provides an excellent technological tool for enhancing learning by improving bidirectional communication in a learning environment.

  20. Interactive learning in oral and maxillofacial radiology

    PubMed Central

    Ganguly, Rumpa

    2016-01-01

    Purpose The use of electronic tools in teaching is growing rapidly in all fields, and there are many options to choose from. We present one such platform, Learning Catalytics™ (LC) (Pearson, New York, NY, USA), which we utilized in our oral and maxillofacial radiology course for second-year dental students. Materials and Methods The aim of our study was to assess the correlation between students' performance on course exams and self-assessment LC quizzes. The performance of 354 predoctoral dental students from 2 consecutive classes on the course exams and LC quizzes was assessed to identify correlations using the Spearman rank correlation test. The first class was given in-class LC quizzes that were graded for accuracy. The second class was given out-of-class quizzes that were treated as online self-assessment exercises. The grading in the self-assessment exercises was for participation only and not accuracy. All quizzes were scheduled 1-2 weeks before the course examinations. Results A positive but weak correlation was found between the overall quiz scores and exam scores when the two classes were combined (P<0.0001). A positive but weak correlation was likewise found between students' performance on exams and on in-class LC quizzes (class of 2016) (P<0.0001) as well as on exams and online LC quizzes (class of 2017) (P<0.0001). Conclusion It is not just the introduction of technological tools that impacts learning, but also their use in enabling an interactive learning environment. The LC platform provides an excellent technological tool for enhancing learning by improving bidirectional communication in a learning environment. PMID:27672617

  1. The Merits of Giving an Extra Credit Quiz

    ERIC Educational Resources Information Center

    Carroll, Ryall

    2014-01-01

    In the past, Ryall Carroll struggled to get students to arrive on time, read the material in advance of the class, and to start class on topic. In an attempt to address these issues, he started implementing an extra-credit two-question quiz at the beginning of every class, hoping it would provide a small incentive for students to at least come on…

  2. Example of good practice of a learning environment with a classroom response system in a mechanical engineering bachelor course

    NASA Astrophysics Data System (ADS)

    Lopez Arteaga, Ines; Vinken, Esther

    2013-12-01

    Results of a successful pilot study are presented, in which quizzes are introduced in a second year bachelor course for mechanical engineering students. The pilot study course entailed the basic concepts of mechanical vibrations in complex, realistic structures. The quiz is held weekly using a SharePoint application. The purpose of the quizzes is to repeat important course material, give instantaneous feedback (i.e. formative assessment), stimulate peer instruction and, as a consequence, increase the students' comprehension of the basic concepts taught in the course so that their deeper understanding of the subject matter improves. Students can earn half a point bonus, on a scale from 0 to 10, on top of their exam mark if they correctly answer 55% of all the quiz questions. The efficacy of the pilot study is determined by investigating the percentage of students that pass the course on their first attempt, i.e. the first time pass rate, and asking students for feedback through questionnaires. The first time pass rate of the students in the pilot study groups has, on average, increased significantly in comparison to groups in which the quizzes are not performed. Students indicated that the feedback from the quizzes helps them to identify gaps in their knowledge. Therefore, the pilot study is considered effective.

  3. American Society of Nephrology Quiz and Questionnaire 2014: Transplantation

    PubMed Central

    Perazella, Mark A.; Choi, Michael J.

    2015-01-01

    The Nephrology Quiz and Questionnaire remains an extremely popular session for attendees of the Annual Kidney Week Meeting of the American Society of Nephrology. Once again, the conference hall was overflowing with audience members and eager quiz participants. Topics covered by the expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and transplantation. Complex cases representing each of these categories along with single best answer questions were prepared and submitted by the panel of experts. Before the meeting, program directors of United States nephrology training programs and nephrology fellows answered the questions through an internet-based questionnaire. During the live session, members of the audience tested their knowledge and judgment on a series of case-oriented questions prepared and discussed by experts. They compared their answers in real time using audience response devices with the answers of the nephrology fellows and training program directors. The correct and incorrect answers were then discussed after the audience responses and the results of the questionnaire were displayed. As always, the audience, lecturers, and moderators enjoyed this educational session. This article recapitulates the session and reproduces its educational value for the readers of CJASN. Enjoy the clinical cases and expert discussions. PMID:25862775

  4. American Society of Nephrology Quiz and Questionnaire 2015: Glomerular Diseases.

    PubMed

    Bomback, Andrew S; Perazella, Mark A; Choi, Michael J

    2016-05-01

    The Nephrology Quiz and Questionnaire remains an extremely popular session for attendees of the annual Kidney Week meeting of the American Society of Nephrology. Once again, the conference hall was overflowing with audience members and eager quiz participants. Topics covered by the expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and kidney transplantation. Complex cases representing each of these categories, along with single-best-answer questions, were prepared and submitted by the panel of experts. Before the meeting, training program directors of United States nephrology fellowship programs and nephrology fellows answered the questions through an Internet-based questionnaire. During the live session, members of the audience tested their knowledge and judgment on a series of case-oriented questions prepared and discussed by the experts. They compared their answers in real time using their cell phones with a special app with the answers of the nephrology fellows and training program directors. The correct and incorrect answers were then discussed after the results of the questionnaire were displayed. As always, the audience, lecturers, and moderators enjoyed this educational session. This article recapitulates the session and reproduces its educational value for Clinical Journal of the American Society of Nephrology readers. Enjoy the clinical cases and expert discussions.

  5. American Society of Nephrology Quiz and Questionnaire 2015: Transplantation.

    PubMed

    Josephson, Michelle A; Perazella, Mark A; Choi, Michael J

    2016-06-01

    The Nephrology Quiz and Questionnaire remains an extremely popular session for attendees of the Annual Kidney Week Meeting of the American Society of Nephrology. Once again, the conference hall was overflowing with audience members and eager quiz participants. Topics covered by the expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and kidney transplantation. Complex cases representing each of these categories along with single best answer questions were prepared and submitted by the panel of experts. Before the meeting, training program directors of US nephrology fellowship programs and nephrology fellows answered the questions through an internet-based questionnaire. During the live session, members of the audience tested their knowledge and judgment on a series of case-oriented questions prepared and discussed by the experts. They compared their answers in real time using their cell phones with a special application with the answers of the nephrology fellows and training program directors. The correct and incorrect answers were then discussed after the results of the questionnaire were displayed. As always, the audience, lecturers, and moderators enjoyed this highly educational session. This article recapitulates the session and reproduces its educational value for the Clinical Journal of the American Society of Nephrology readers. Enjoy the clinical cases and expert discussions.

  6. American Society of Nephrology Quiz and Questionnaire 2015: Glomerular Diseases.

    PubMed

    Bomback, Andrew S; Perazella, Mark A; Choi, Michael J

    2016-05-01

    The Nephrology Quiz and Questionnaire remains an extremely popular session for attendees of the annual Kidney Week meeting of the American Society of Nephrology. Once again, the conference hall was overflowing with audience members and eager quiz participants. Topics covered by the expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and kidney transplantation. Complex cases representing each of these categories, along with single-best-answer questions, were prepared and submitted by the panel of experts. Before the meeting, training program directors of United States nephrology fellowship programs and nephrology fellows answered the questions through an Internet-based questionnaire. During the live session, members of the audience tested their knowledge and judgment on a series of case-oriented questions prepared and discussed by the experts. They compared their answers in real time using their cell phones with a special app with the answers of the nephrology fellows and training program directors. The correct and incorrect answers were then discussed after the results of the questionnaire were displayed. As always, the audience, lecturers, and moderators enjoyed this educational session. This article recapitulates the session and reproduces its educational value for Clinical Journal of the American Society of Nephrology readers. Enjoy the clinical cases and expert discussions. PMID:26847362

  7. American Society of Nephrology Quiz and Questionnaire 2015: Transplantation.

    PubMed

    Josephson, Michelle A; Perazella, Mark A; Choi, Michael J

    2016-06-01

    The Nephrology Quiz and Questionnaire remains an extremely popular session for attendees of the Annual Kidney Week Meeting of the American Society of Nephrology. Once again, the conference hall was overflowing with audience members and eager quiz participants. Topics covered by the expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and kidney transplantation. Complex cases representing each of these categories along with single best answer questions were prepared and submitted by the panel of experts. Before the meeting, training program directors of US nephrology fellowship programs and nephrology fellows answered the questions through an internet-based questionnaire. During the live session, members of the audience tested their knowledge and judgment on a series of case-oriented questions prepared and discussed by the experts. They compared their answers in real time using their cell phones with a special application with the answers of the nephrology fellows and training program directors. The correct and incorrect answers were then discussed after the results of the questionnaire were displayed. As always, the audience, lecturers, and moderators enjoyed this highly educational session. This article recapitulates the session and reproduces its educational value for the Clinical Journal of the American Society of Nephrology readers. Enjoy the clinical cases and expert discussions. PMID:26915914

  8. American Society of Nephrology Quiz and Questionnaire 2014: Glomerular Diseases

    PubMed Central

    Perazella, Mark A.; Choi, Michael J.

    2015-01-01

    The Nephrology Quiz and Questionnaire remains an extremely popular session for attendees of the Annual Kidney Week Meeting of the American Society of Nephrology. Once again, the conference hall was overflowing with audience members and eager quiz participants. Topics covered by the expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and transplantation. Complex cases representing each of these categories along with single best answer questions were prepared and submitted by the panel of experts. Before the meeting, program directors of United States nephrology training programs and nephrology fellows answered the questions through an internet-based questionnaire. During the live session, members of the audience tested their knowledge and judgment on a series of case-oriented questions that were prepared and discussed by the experts. They compared their answers in real time using audience response devices with the answers of the nephrology fellows and training program directors. The correct and incorrect answers were then discussed after the audience responses, and the results of the questionnaire were displayed. As always, the audience, lecturers, and moderators enjoyed this educational session. This article recapitulates the session and reproduces its educational value for the readers of CJASN. Enjoy the clinical cases and expert discussions. PMID:25667164

  9. Web-Based Quiz-Game-Like Formative Assessment: Development and Evaluation

    ERIC Educational Resources Information Center

    Wang, Tzu-Hua

    2008-01-01

    This research aims to develop a multiple-choice Web-based quiz-game-like formative assessment system, named GAM-WATA. The unique design of "Ask-Hint Strategy" turns the Web-based formative assessment into an online quiz game. "Ask-Hint Strategy" is composed of "Prune Strategy" and "Call-in Strategy". "Prune Strategy" removes one incorrect option…

  10. Examination of the Psychometric Properties of the Knowledge of Aging for Social Work Quiz

    ERIC Educational Resources Information Center

    Nakao, Kayoko C.; Damron-Rodriguez, JoAnn; Lawrance, Frances P.; Volland, Patricia J.

    2013-01-01

    Using graduate social work students' data ("n" = 481) in the Hartford Partnership Program for Aging Education (HPPAE) in the United States, the study examined psychometric properties of the Knowledge of Aging for Social Work Quiz (KASW), a revision of the Facts on Aging Quiz, to evaluate biopsychosocial knowledge relevant to social…

  11. Quiz: Does Your Blood Pressure Pass the Test? | NIH MedlinePlus the Magazine

    MedlinePlus

    ... please turn Javascript on. Special Section: Healthy Blood Pressure Quiz: Does Your Blood Pressure Pass the Test? Past Issues / Winter 2010 Table of Contents Blood pressure changes throughout the day. It is highest while ...

  12. Quiz: What's the buzz about salt? | NIH MedlinePlus the Magazine

    MedlinePlus

    ... page please turn Javascript on. Feature: Too Much Salt Quiz: What's the buzz about salt? Past Issues / Spring - Summer 2010 Table of Contents The body needs how much salt per day: ¼ teaspoon ½ teaspoon 1 teaspoon ...

  13. Where on Earth...? MISR Mystery Image Quiz #6

    NASA Technical Reports Server (NTRS)

    2002-01-01

    Here's another chance to play geographical detective! This Multi-angle Imaging SpectroRadiometer (MISR) image covers an area of about 298 kilometers x 358 kilometers, and was captured by the instrument's vertical-viewing (nadir) camera on December 27, 2001. Use any reference materials you like and answer the following five questions: The large lagoon in the image is named for a particular type of bird. Name the bird. Note the sediment plume emanating from the southern end of the lagoon. Sailors in the 16th century imagined this outlet to be the mouth of a large river. What did they call the river? A series of wave-like points and curls form 'cusps' on the inner shores of the lagoon. Which ONE of the following is most responsible for the formation of these cusps? Violent storm impacts on erosion and accretion Wind and tide-driven sediment transport and circulation Tectonic folding associated with nearby mountain ridges Bathymetric effects of dredging operations True or false: Changes in regional precipitation associated with large scale atmospheric circulation patterns have no effect on the salinity of the lagoon's water. Which one of these is NOT distributed within the area covered by this image? Ruppia maritima Chelonia mydas Tapirus bairdii Microcystis aeruginosa E-mail your answers, name (initials are acceptable if you prefer), and your hometown by Tuesday, February 19, 2002 to suggestions@mail-misr.jpl.nasa.gov. Answers will be published on the MISR web site in conjunction with the next weekly image release. The names and home towns of respondents who answer all questions correctly by the deadline will also be published in the order responses were received. The first 3 people on this list who are not affiliated with NASA, JPL, or MISR and who did not win a prize in the last quiz will be sent a print of the image. A new 'Where on Earth...?' mystery appears as the MISR 'image of the week' approximately once per month. A new image of the week is released every

  14. Idiopathic Interstitial Pneumonias

    MedlinePlus

    ... ALL NEWS > Resources First Aid Videos Figures Images Audio Pronunciations The One-Page Manual of Health Quizzes ... ALL NEWS > Resources First Aid Videos Figures Images Audio Pronunciations The One-Page Manual of Health Quizzes ...

  15. Effects of a test taking strategy on postsecondary computer assisted chemistry assessments

    NASA Astrophysics Data System (ADS)

    Manco, Sharon Ann

    Metacognitive test taking strategies have proven advantageous in improving content-based test scores in a wide variety of disciplines and age/grade levels using traditional paper-and-pencil tests. However, despite the increase in computer assisted assessment (CAA), little research has examined whether these test taking strategies are effective for computer assisted tests. Research was conducted to determine if learning a proven test taking strategy would improve the online quiz scores of six university students in an introductory chemistry course intended for science, technology, engineering and math majors. Participants completed six to ten chemistry quizzes prior to intervention---learning the test taking strategy---and four to eight chemistry quizzes after intervention. Results indicated that, while students learned the strategy, it had little effect on their online chemistry quiz scores. Additionally, at the end of the semester, participants completed a satisfaction survey indicating general satisfaction with having learned the test taking strategy and generalization to other courses and types of tests. Furthermore, results suggest that adaptations to the on-line delivery method of the quizzes and to the test taking strategies may improve the robustness of the effect. Due to the increased use of computer assisted assessment, additional research is warranted to determine appropriate test taking strategies for online tests.

  16. Using Higher Order Thinking Questions to Foster Critical Thinking: A Classroom Study

    ERIC Educational Resources Information Center

    Barnett, Jerrold E.; Francis, Alisha L.

    2012-01-01

    To determine if quizzes containing higher order thinking questions are related to critical thinking and test performance when utilised in conjunction with an immersion approach to instruction and effort-based grading, sections of an "Educational Psychology" course were assigned to one of three quizzing conditions. Quizzes contained factual…

  17. Gender differences in response to questions on the australian national chemistry quiz

    NASA Astrophysics Data System (ADS)

    Walding, Richard; Fogliani, Charles; Over, Ray; Bain, John D.

    In contrast to the attention given to the relative levels of achievement of boys and girls in mathematics, the question of whether there are sex differences in the solution of chemistry questions has not attracted much attention. This study compares the performance of boys and girls in the Australian National Chemistry Quiz (Chem Quiz), a multiple-choice test conducted by the Royal Australian Chemical Institute. The analyses were based on results from 27,000 students in Years 11 and 12 and 16,000 students in Year 10 who completed the Chem Quiz in 1991. Although some questions in the Chem Quiz were solved equally well by boys and girls, on many questions boys outperformed girls. The extreme case was a question answered correctly by 67% of Year 10 boys in contrast to 48% of Year 10 girls. Several reasons why boys and girls might differ in the rates they solve at least some chemistry questions are discussed, and directions for identifying the nature, extent, and basis for sex differences are outlined.

  18. Older Adults' Level of Knowledge about Old Age Using the Facts of Aging Quiz.

    ERIC Educational Resources Information Center

    Atkins, Arleen J.

    The Facts on Aging Quiz (FAQ) has been used in different studies to assess the level of knowledge about old age. It contains 25 factual statements concerning basic physical, mental, and social facts and the most common misconceptions about aging. One purpose of this study was to identify the most frequent misconceptions in a group of older adults…

  19. The Effectiveness Evaluation among Different Player-Matching Mechanisms in a Multi-Player Quiz Game

    ERIC Educational Resources Information Center

    Tsai, Fu-Hsing

    2016-01-01

    This study aims to investigate whether different player-matching mechanisms in educational multi-player online games (MOGs) can affect students' learning performance, enjoyment perception and gaming behaviors. Based on the multi-player quiz game, TRIS-Q, developed by Tsai, Tsai and Lin (2015) using a free player-matching (FPM) mechanism, the same…

  20. Misconceptions Highlighted among Medical Students in the Annual International Intermedical School Physiology Quiz

    ERIC Educational Resources Information Center

    Cheng, Hwee-Ming; Durairajanayagam, Damayanthi

    2012-01-01

    The annual Intermedical School Physiology Quiz (IMSPQ), initiated in 2003, is now an event that attracts a unique, large gathering of selected medical students from medical schools across the globe. The 8th IMSPQ, in 2010, hosted by the Department of Physiology, University of Malaya, in Kuala Lumpur, Malaysia, had 200 students representing 41…

  1. What Happened Next? Making and Using an Interactive DVD Quiz Game

    ERIC Educational Resources Information Center

    Sluman, Jonny

    2013-01-01

    In this article Jonny Sluman describes how he adapted an interactive DVD quiz game at a Christmas family get-together into an exciting, creative science activity to teach his students. The rounds included: a "quick fire" question round, a "what happened next" round, a music round, and a "spot the difference" round.…

  2. Sauerbraten, Rotkappchen und Goethe: The Quiz Show as an Introduction to German Studies.

    ERIC Educational Resources Information Center

    White, Diane

    1980-01-01

    Proposes an adaptation of the quiz-show format for classroom use, discussing a set of rules and sample questions designed for beginning and intermediate German students. Presents questions based on German life and culture which are especially selected to encourage participation from students majoring in subjects other than German. (MES)

  3. The Marriage Quiz: College Students' Beliefs in Selected Myths about Marriage.

    ERIC Educational Resources Information Center

    Larson, Jeffry H.

    1988-01-01

    Administered Marriage Quiz to 279 college students to measure their beliefs in myths about marriage and family relations. Found that women missed significantly fewer items than did men; less romantic students missed significantly fewer items than did romantic students; and students who completed marriage and family course missed significantly…

  4. American Society of Nephrology Quiz and Questionnaire 2015: ESRD/RRT.

    PubMed

    Lok, Charmaine E; Perazella, Mark A; Choi, Michael J

    2016-07-01

    The Nephrology Quiz and Questionnaire remains an extremely popular session for attendees of the Annual Kidney Week Meeting of the American Society of Nephrology. During the 2015 meeting, the conference hall was once again overflowing with eager quiz participants. Topics covered by the experts included electrolyte and acid-base disorders, glomerular disease, ESRD and dialysis, and kidney transplantation. Complex cases representing each of these categories together with single best answer questions were prepared and submitted by the panel of experts. Before the meeting, training program directors of nephrology fellowship programs and nephrology fellows in the United States answered the questions through an internet-based questionnaire. During the live session, members of the audience tested their knowledge and judgment on the same series of case-oriented questions in a quiz. The audience compared their answers in real time using a cellphone application containing the answers of the nephrology fellows and training program directors. The results of the online questionnaire were displayed, and then, the quiz answers were discussed. As always, the audience, lecturers, and moderators enjoyed this highly educational session. This article recapitulates the session and reproduces selected content of educational value for the readers of the Clinical Journal of the American Society of Nephrology Enjoy the clinical cases and expert discussions. PMID:27094608

  5. COPD Quiz

    MedlinePlus

    ... COPD is: A. allergies B. cigarette smoke C. air pollution Question 4. Common signs and symptoms of COPD ... smoke B. avoid other lung irritants, such as air pollution, chemical fumes, and dust C. follow your treatment ...

  6. Pregnancy Quiz

    MedlinePlus

    ... low-fat milk products, and low-fat protein sources, such as lean red meat, poultry without the skin, and beans will help your body do a good job of keeping both you and your baby healthy. You also should take a prenatal vitamin that contains folic acid every day. Talk to your doctor to ensure ...

  7. Asthma Quiz

    MedlinePlus

    ... Asthma is a chronic disease that requires ongoing management. Personalized plans for treatment may include medications, an asthma action plan, and environmental control measures to avoid your child's asthma triggers. ...

  8. Antibiotics Quiz

    MedlinePlus

    ... Viruses b) Bacteria c) Viruses and Bacteria 2. Bacteria are germs that cause colds and flu. a) ... The Flu c) Cold d) Strep Throat 4. Bacteria that cause infections can become resistant to antibiotics. ...

  9. Anaphylaxis Quiz

    MedlinePlus

    American Academy of Allergy Asthma & Immunology Menu Search Main navigation Skip to content Conditions & Treatments Allergies Asthma Primary Immunodeficiency Disease Related Conditions Drug Guide Conditions Dictionary Just ...

  10. American Society of Nephrology Quiz and Questionnaire 2014: Acid-Base and Electrolyte Disorders

    PubMed Central

    2015-01-01

    The Nephrology Quiz and Questionnaire remains an extremely popular session for attendees of the Annual Kidney Week Meeting of the American Society of Nephrology. Once again, in 2014 the conference hall was overflowing with audience members and eager quiz participants. Topics covered by the expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and transplantation. Complex cases from each of these categories along with single-best-answer questions were prepared and submitted by the panel of experts. Before the meeting, program directors of United States nephrology training programs and nephrology fellows answered the questions using an Internet-based questionnaire. During the live session, members of the audience tested their knowledge and judgment on a series of case-oriented questions prepared and discussed by the experts. They compared their answers in real time using audience response devices with the answers of the nephrology fellows and training program directors. The correct and incorrect answers were then discussed after the audience responses and the results of the questionnaire were displayed. As always, the audience, lecturers, and moderators enjoyed this educational session. This article recapitulates the acid-base and electrolyte disorders portion of the session and reproduces its educational value for the readers of the Clinical Journal of the American Society of Nephrology. Enjoy the clinical cases and expert discussions. PMID:25617429

  11. The Effect of Response Cards on Participation and Weekly Quiz Scores of University Students Enrolled in Introductory Psychology Courses

    ERIC Educational Resources Information Center

    Clayton, Michael C.; Woodard, Camille

    2007-01-01

    Increasing student participation in college classrooms is an overlooked yet socially valid endeavor. The present study attempted to increase student participation, accuracy of responding, and weekly quiz scores, by incorporating student response-cards. Measures of social validity were also addressed. One hundred twenty university students in two…

  12. The Additive Effects of Scripted Lessons Plus Guided Notes on Science Quiz Scores of Students with Intellectual Disability and Autism

    ERIC Educational Resources Information Center

    Jimenez, Bree A.; Lo, Ya-yu; Saunders, Alicia F.

    2014-01-01

    This study examined the effects of scripted lessons (SLs) alone and in combination with guided notes during science instruction on science quiz scores of three elementary students with moderate to severe intellectual disability and autism. This study used a multiple probe across three science units design with replication across students and…

  13. What Do Students Do when Asked to Diagnose Their Mistakes? Does It Help Them? II. A More Typical Quiz Context

    ERIC Educational Resources Information Center

    Yerushalmi, Edit; Cohen, Elisheva; Mason, Andrew; Singh, Chandralekha

    2012-01-01

    "Self-diagnosis tasks" aim at fostering students' learning in an examination context by requiring students to present diagnoses of their solutions to quiz problems. We examined the relationship between students' learning from self-diagnosis and the typicality of the problem situation. Four recitation groups in an introductory physics class…

  14. Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum.

    PubMed

    FitzPatrick, Kathleen A; Finn, Kevin E; Campisi, Jay

    2011-09-01

    To increase student engagement, active participation, and performance, personal response systems (clickers) were incorporated into six lecture-based sections of four required courses within the Health Sciences Department major curriculum: freshman-level Anatomy and Physiology I and II, junior-level Exercise Physiology, and senior-level Human Pathophysiology. Clickers were used to gather anonymous student responses to questions posed within the class period after individual thought and peer discussion. Students (n = 293, 88% of students completing the courses) completed a perceptual survey on clicker effectiveness inserted into the Student Assessment of Learning Gains online instrument. Across courses and years, students uniformly rated several dimensions of clicker use as providing good to great gain in engaging them in active learning, increasing participation and involvement during class, maintaining attention, applying material immediately, providing feedback concerning their understanding, and offering an anonymous format for participation. Within these four sections, quiz grades were compared between clicker and nonclicker years. Significant increases in pre- and posttest scores were seen in Exercise Physiology in clicker years and on some, but not all material, in Anatomy and Physiology I and II based on content quizzes. Human Pathophysiology results were unexpected, with higher quiz scores in the nonclicker year. The results support the hypothesis of increased engagement with clicker use. The hypothesis of increased student performance was not consistently supported. Increased performance was seen in Exercise Physiology. In Anatomy and Physiology I and II, performance improved on some content quizzes. In Human Pathophysiology, performance did not improve with clickers.

  15. Medical student web-based formative assessment tool for renal pathology

    PubMed Central

    Bijol, Vanesa; Byrne-Dugan, Cathryn J.; Hoenig, Melanie P.

    2015-01-01

    Background Web-based formative assessment tools have become widely recognized in medical education as valuable resources for self-directed learning. Objectives To explore the educational value of formative assessment using online quizzes for kidney pathology learning in our renal pathophysiology course. Methods Students were given unrestricted and optional access to quizzes. Performance on quizzed and non-quizzed materials of those who used (‘quizzers’) and did not use the tool (‘non-quizzers’) was compared. Frequency of tool usage was analyzed and satisfaction surveys were utilized at the end of the course. Results In total, 82.6% of the students used quizzes. The greatest usage was observed on the day before the final exam. Students repeated interactive and more challenging quizzes more often. Average means between final exam scores for quizzed and unrelated materials were almost equal for ‘quizzers’ and ‘non-quizzers’, but ‘quizzers’ performed statistically better than ‘non-quizzers’ on both, quizzed (p=0.001) and non-quizzed (p=0.024) topics. In total, 89% of surveyed students thought quizzes improved their learning experience in this course. Conclusions Our new computer-assisted learning tool is popular, and although its use can predict the final exam outcome, it does not provide strong evidence for direct improvement in academic performance. Students who chose to use quizzes did well on all aspects of the final exam and most commonly used quizzes to practice for final exam. Our efforts to revitalize the course material and promote learning by adding interactive online formative assessments improved students’ learning experience overall. PMID:25833824

  16. Prototype of a Questionnaire and Quiz System for Supporting Increase of Health Awareness During Wait Time in Dispensing Pharmacy

    NASA Astrophysics Data System (ADS)

    Toda, Takeshi; Chen, Poa-Min; Ozaki, Shinya; Ideguchi, Naoko; Miyaki, Tomoko; Nanbu, Keiko; Ikeda, Keiko

    For quit-smoking clinic and its campaign, there was a need for pharmacists to investigate pediatric patient's parent consciousness to tobacco harm utilizing wait time in a pediatric dispensing pharmacy. In this research, we developed the questionnaire and quiz total system using the tablet for user interface, in which people can easily answer the questionnaire/quiz and quickly see the total results on the spot in order to enhance their consciousness to the tobacco harm. The system also provides their tobacco dependence level based on the questionnaire results and some advice for their health and dietary habits due to the tobacco dependence level. From a field trial with one hundred four examinees in the pediatric dispensing pharmacy, the user interface was useful compared to conventional questionnaire form. The system could enhance their consciousness to tobacco harm and make their beneficial use of waiting time in dispensing pharmacy. Some interesting suggestions for improvement and new services were also obtained.

  17. Engaging Non-science Students in Large Classes

    NASA Astrophysics Data System (ADS)

    Harris, S. E.

    2008-12-01

    Most students in introductory geoscience courses are not headed toward careers as scientists. One high- enrollment science course may be a student's only opportunity to engage with science from a scientific perspective. Given that earth systems science is immensely relevant to human society today, engaging students in these large enrollment courses is a crucial and golden opportunity. Two engagement techniques were used in a large class for non-science students called "Earth and the Solar System": (1) short on-line quizzes prior to each class, based on reading material (an aspect of Just-in-Time- Teaching), and (2) in-class activities that required students to address some important concept and submit a written response. On-line pre-class quizzes provided an incentive for students to grapple with course material on an ongoing basis, and prepare them for each class. Questions submitted by students during the quizzes revealed common confusions and common interests that could be addressed by the instructor in a timely way. Students who regularly kept up with the quizzes scored significantly higher on high stakes exams than those who did not (p-value <0.01). Students who participated in class activities more than 75% of the time scored on average 9-10% higher on high stakes exams than those who participated less frequently (p-value <0.001). On exam questions that addressed the same concept as was addressed in an activity, those who participated in that particular activity scored higher on the conceptually matching exam questions. There is some indication that completing the activities was more effective (produced a greater gain in exam score) for female than for male students. While this was not a controlled experiment (students self-selected their participation levels), surveys of students regarding the effectiveness of pre-class quizzes and in-class activities show that they regarded both as valuable learning experiences and favored keeping both aspects in the course

  18. American Society of Nephrology Quiz and Questionnaire 2013: Electrolyte and Acid-Base

    PubMed Central

    2014-01-01

    The Nephrology Quiz and Questionnaire (NQ&Q) remains an extremely popular session for attendees of the annual meeting of the American Society of Nephrology. As in past years, the conference hall was overflowing with interested audience members. Topics covered by expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and transplantation. Complex cases representing each of these categories along with single-best-answer questions were prepared by a panel of experts. Prior to the meeting, program directors of United States nephrology training programs answered questions through an Internet-based questionnaire. A new addition to the NQ&Q was participation in the questionnaire by nephrology fellows. To review the process, members of the audience test their knowledge and judgment on a series of case-oriented questions prepared and discussed by experts. Their answers are compared in real time using audience response devices with the answers of nephrology fellows and training program directors. The correct and incorrect answers are then briefly discussed after the audience responses, and the results of the questionnaire are displayed. This article recapitulates the session and reproduces its educational value for the readers of CJASN. Enjoy the clinical cases and expert discussions. PMID:24558051

  19. American Society of Nephrology Quiz and Questionnaire 2012: Renal Replacement Therapy

    PubMed Central

    Glassock, Richard J.; Bleyer, Anthony J.

    2013-01-01

    Summary Presentation of the Nephrology Quiz and Questionnaire has become an annual tradition at the meetings of the American Society of Nephrology. It is a very popular session judged by consistently large attendance. Members of the audience test their knowledge and judgment on a series of case-oriented questions prepared and discussed by experts. They can also compare their answers in real time, using audience response devices, with the answers of program directors of nephrology training programs in the United States acquired through an Internet-based questionnaire. Topics presented here include fluid and electrolyte disorders, glomerular diseases, transplantation, and ESRD and dialysis. Cases representing each of these categories along with single best answer questions were prepared by a panel of experts (Drs. Palmer, Fervenza, and Brennan and Mehrotra, respectively). The correct and incorrect answers then were briefly discussed after the audience responses, and the results of the questionnaire were displayed. This article tries to recapitulate the session and reproduce its educational value for a larger audience—the readers of the CJASN. PMID:23559678

  20. Exploring the reach and program use of hello world, an email-based health promotion program for pregnant women in the Netherlands

    PubMed Central

    2012-01-01

    Background In 2006, the Dutch government initiated Hello World, an email-based program promoting healthy lifestyles among pregnant women through quizzes with pregnancy-related questions. In 2008, an updated version was released. The present study aimed to (1) examine the reach of Hello World and the representativeness of its users for all pregnant women in the Netherlands, (2) explore the relationship between program engagement and lifestyle characteristics, and (3) explore the relationship between the program content participants accessed (content on smoking, physical activity, and nutrition) and their lifestyle characteristics. Methods Data from 4,363 pregnant women were included. After registration, women received an online questionnaire with demographic and lifestyle questions. To evaluate their representativeness, their demographic characteristics were compared with existing data for Dutch (pregnant) women. Women were classified on the following lifestyle characteristics: smoking, nutrition, physical activity, and pre-pregnancy weight status. Program use was tracked and the relationships between lifestyle characteristics, program engagement, and the percentage of smoking, physical activity, and nutrition questions accessed after opening a quiz were explored using Mann–Whitney U tests and Kruskal-Wallis tests. Results Hello World reached ±4% of its target population. Ten percent of participants were low educated and 22% immigrants. On average, women received 6.1 (SD:2.8) quiz emails and opened 32% of the associated quizzes (2.0, SD:2.1). A significant positive association was found between the number of quizzes opened and the number of healthy lifestyle characteristics. After opening a quiz, women accessed most smoking, nutrition, and physical activity questions. Significant relationships were found between several lifestyle characteristics and the percentage of smoking, physical activity, and nutrition questions accessed. However, between-group differences

  1. Nitrogen Cycle Ninja, A Teaching Exercise.

    ERIC Educational Resources Information Center

    Raun, William R.; And Others

    1997-01-01

    Assesses the effectiveness of using pop quizzes and rewards to improve student retention of the nitrogen cycle. Students able to diagram the N cycle on pop quizzes were rewarded with special cards that included the N cycle. These cards could then be used on subsequent tests in place of memory alone. Six of 11 students tested three months later…

  2. E-Assessment Adaptation at a Military Vocational College: Student Perceptions

    ERIC Educational Resources Information Center

    Cigdem, Harun; Oncu, Semiral

    2015-01-01

    This survey study examines an assessment methodology through e-quizzes administered at a military vocational college and subsequent student perceptions in spring 2013 at the "Computer Networks" course. A total of 30 Computer Technologies and 261 Electronic and Communication Technologies students took three e-quizzes. Data were gathered…

  3. Effects of Primer Podcasts on Stimulating Learning from Lectures: How Do Students Engage?

    ERIC Educational Resources Information Center

    Popova, Anguelina; Kirschner, Paul A.; Joiner, Richard

    2014-01-01

    A number of factors can influence learning from lectures such as students' prior knowledge, their motivation, the instructional design, the lecturer and so forth. Instructional aid techniques such as preparing class notes, giving quizzes (either planned or spot quizzes) and the like can be used to maximize learning. This study uses two…

  4. Incorporating Active Learning Techniques into a Genetics Class

    ERIC Educational Resources Information Center

    Lee, W. Theodore; Jabot, Michael E.

    2011-01-01

    We revised a sophomore-level genetics class to more actively engage the students in their learning. The students worked in groups on quizzes using the Immediate Feedback Assessment Technique (IF-AT) and active-learning projects. The IF-AT quizzes allowed students to discuss key concepts in small groups and learn the correct answers in class. The…

  5. Why Cramming Doesn't Work

    ERIC Educational Resources Information Center

    Glenn, David

    2007-01-01

    Most college instructors probably are not about to start giving the daily quizzes that some researchers recommend to improve learning, so students might want to try testing themselves when they study on their own. But there's a catch: When people study with flashcards, by far the most common method of self-quizzing, they're notoriously bad at…

  6. Assessments That Promote Collaborative Learning

    ERIC Educational Resources Information Center

    Watanabe, Maika; Evans, Laura

    2015-01-01

    This article discusses assessments that can be used to help encourage a collaborative classroom community, in which students help one another learn mathematics. The authors describe participation quizzes and explanation quizzes as assessment tools that encourage students to work together, share specific questions on challenging mathematics…

  7. Psychology: Teacher Supplement.

    ERIC Educational Resources Information Center

    Stark, Rebecca

    This supplement provides teachers with tests, quizzes, answers to questions in the text, and general teaching information for using the student text, "Psychology," by Rebecca Stark. Quizzes included are on the topics of human development; the nervous system; the brain; cognitive development; sensation and perception; conditioning; learning;…

  8. Increasing Reading Compliance and Metacognitive Strategies in Border Students

    ERIC Educational Resources Information Center

    Culver, Tiffany F.

    2016-01-01

    In an effort to increase reading compliance and active reading strategies, quizzes and reading guides were given to 100 participants in four psychology courses. Each participant was given four weeks of reading quizzes and four weeks of reading guides. Participants consisted of students (freshman through senior level) from two colleges along the…

  9. Increasing Active Student Responding in a University Applied Behavior Analysis Course: The Effect of Daily Assessment and Response Cards on End of Week Quiz Scores

    ERIC Educational Resources Information Center

    Malanga, Paul R.; Sweeney, William J.

    2008-01-01

    The study compared the effects of daily assessment and response cards on average weekly quiz scores in an introduction to applied behavior analysis course. An alternating treatments design (Kazdin 1982, "Single-case research designs." New York: Oxford University Press; Cooper et al. 2007, "Applied behavior analysis." Upper Saddle River:…

  10. Meta-Analysis of the Research on Response Cards: Effects on Test Achievement, Quiz Achievement, Participation, and Off-Task Behavior

    ERIC Educational Resources Information Center

    Randolph, Justus J.

    2007-01-01

    In this meta-analysis, the author analyzed 18 response card articles, theses, or dissertations to determine the magnitude of effect that response card strategies have on test achievement, quiz achievement, class participation, and intervals of off-task behavior. The author also determined whether the type of response cards used or the presence or…

  11. Teaching resources for dermatology on the WWW--quiz system and dynamic lecture scripts using a HTTP-database demon.

    PubMed Central

    Bittorf, A.; Diepgen, T. L.

    1996-01-01

    The World Wide Web (WWW) is becoming the major way of acquiring information in all scientific disciplines as well as in business. It is very well suitable for fast distribution and exchange of up to date teaching resources. However, to date most teaching applications on the Web do not use its full power by integrating interactive components. We have set up a computer based training (CBT) framework for Dermatology, which consists of dynamic lecture scripts, case reports, an atlas and a quiz system. All these components heavily rely on an underlying image database that permits the creation of dynamic documents. We used a demon process that keeps the database open and can be accessed using HTTP to achieve better performance and avoid the overhead involved by starting CGI-processes. The result of our evaluation was very encouraging. Images Figure 3 PMID:8947625

  12. Guided learning chemistry activities in the physical science (PSCI 1030) lab at Middle Tennessee State University

    NASA Astrophysics Data System (ADS)

    Farris, Barry

    2005-07-01

    Guided learning labs as alternatives to traditional style chemistry-related labs were tested in the course, Topics in Physical Science. Guided learning labs emphasized students' conceptual understanding of the science content and actively involved the instructor during the lab. The control group performed traditional lab exorcise while students who carried out the guided learning activities formed the treatment group. Both groups had similar demographic and academic backgrounds. This research compared student performances on the three labs: Density, Kinetic Theory and Chemical Reactions. Both groups completed pre-lab and post-lab quizzes and answered conceptual questions for each lab. Students also participated in a post-course quiz via email. Scores on all these assessments were compared using independent samples t tests. The treatment group outscored the control group on all summary assessments, and performed significantly better than the control group on the post-lab quizzes and conceptual questions for all three labs. Students in the treatment group demonstrated stronger Pearson's correlations between their ACT Mathematics, Science Reasoning and Reading Comprehension scores and their scores on the assessments. Student reactions to the guided learning style of lab were favorable. The implication is that guided learning labs improve conceptual understanding of chemistry concepts in a physical science lab course.

  13. Interactive learning research: application of cognitive load theory to nursing education.

    PubMed

    Hessler, Karen L; Henderson, Ann M

    2013-01-01

    The purpose of this research was to investigate the effectiveness of interactive self-paced computerized case study compared to traditional hand-written paper case study on the outcomes of student knowledge, attitude, and retention of the content delivered. Cognitive load theory (CLT) provided the theoretical framework for the study. A quasi-experimental pre-test post-test design with random group assignment was used to measure by self-report survey student cognitive load and interactivity level of the intervention. Student scores on quizzes in semester 1 and post-test follow-up quizzes in semester 3 were assessed for the intervention's effects on knowledge retention. While no significant statistical differences were found between groups, the students in the interactive case study group rated their case study as more fun and interactive. These students also scored consistently higher on the post-test quiz items in their third semester, showing the viability of using CLT to improve student retention of nursing curricula information.

  14. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology.

    PubMed

    Tune, Johnathan D; Sturek, Michael; Basile, David P

    2013-12-01

    The purpose of this study was to assess the effectiveness of a traditional lecture-based curriculum versus a modified "flipped classroom" curriculum of cardiovascular, respiratory, and renal physiology delivered to first-year graduate students. Students in both courses were provided the same notes and recorded lectures. Students in the modified flipped classroom were required to watch the prerecorded lectures before class and then attend class, where they received a quiz or homework covering material in each lecture (valued at 25% of the final grade) followed by a question and answer/problem-solving period. In the traditional curriculum, attending lectures was optional and there were no quizzes. Evaluation of effectiveness and student performance was achieved by having students in both courses take the same multiple-choice exams. Within a comparable group of graduate students, participants in the flipped course scored significantly higher (P ≤ 0.05) on the cardiovascular, respiratory, and weighted cumulative sections by an average of >12 percentage points. Exam averages for students in the flipped course also tended to be higher on the renal section by ∼11 percentage points (P = 0.06). Based on our experience and responses obtained in blinded student surveys, we propose that the use of homework and in-class quizzes were critical motivating factors that likely contributed to the increase in student exam performance. Taken together, our findings support that the flipped classroom model is a highly effective means in which to disseminate key physiological concepts to graduate students.

  15. Effects of reducing scaffolding in an undergraduate electronics lab

    NASA Astrophysics Data System (ADS)

    Halstead, Evan

    2016-07-01

    Design and scientific investigation are recognized as key components of undergraduate physics laboratory curricula. In light of this, many successful lab programs have been developed to train students to develop these abilities, and students in these programs have been shown to exhibit a higher transfer rate of scientific abilities to new situations. This paper describes data from students in an electronics class for physics majors, in which steps were removed from traditional "cookbook" lab guides in order to give students the opportunity to design circuits. Post-lab quizzes were given to investigate how this later affected the students' ability to determine the function of circuits they hadn't seen before. Results are compared with post-lab quiz results from students who were given complete explicit procedures, and no statistically significant difference between the two groups is found. Possible explanations for the null effect and recommended future research directions are provided.

  16. What do students do when asked to diagnose their mistakes? Does it help them? II. A more typical quiz context

    NASA Astrophysics Data System (ADS)

    Yerushalmi, Edit; Cohen, Elisheva; Mason, Andrew; Singh, Chandralekha

    2012-12-01

    “Self-diagnosis tasks” aim at fostering students’ learning in an examination context by requiring students to present diagnoses of their solutions to quiz problems. We examined the relationship between students’ learning from self-diagnosis and the typicality of the problem situation. Four recitation groups in an introductory physics class (˜200 students) were divided into a control group and three intervention groups in which different levels of guidance were provided to aid students in their performance of self-diagnosis activities. The self-diagnosis task was administered twice, first in an atypical problem situation and then in a typical one. In a companion paper we reported our findings in the context of an atypical problem situation. Here we report our findings in the context of a typical problem situation and discuss the effect of problem typicality on students’ self-diagnosis performance and subsequent success in solving transfer problems. We show that the self-diagnosis score was correlated with subsequent problem-solving performance only in the context of a typical problem situation, and only when textbooks and notebooks were the sole means of guidance available to the students for assisting them with diagnosis.

  17. Digital assist: A comparison of two note-taking methods (traditional vs. digital pen) for students with emotional behavioral disorders

    NASA Astrophysics Data System (ADS)

    Rody, Carlotta A.

    High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for students with emotional and behavioral disorders, five students participated in a single-subject, alternating treatment design study that compared the use of regular pens and digital pens to take notes during 21 lecture sessions. Behavior measures were threefold between the two interventions: (a) quantity of notes taken per minute during lectures, (b) quantity of notes or notations taken during review pauses, and (c) percent of correct responses on the daily comprehension quizzes. The study's data indicated that two students were inclined to take more lecture notes when using the digital pen. Two students took more notes with the regular pen. One student demonstrated no difference in her performance with either pen type. Both female students took more notes per minute, on average, than the three males regardless of pen type. During the review pause, three of the five students only added notes or notations to their notes when using the regular pen. The remaining two students did not add to their notes. Quiz scores differed in favor of the regular pen. All five participants earned higher scores on quizzes given during regular pen sessions. However, the differences were minor, and recommendations are made for specific training in note-taking, the pause strategy, and digital pen fluency which may produce different results for both note-taking and quiz scores.

  18. Vygotskian-based grouping: Utilizing the zone of proximal development in a chemistry laboratory

    NASA Astrophysics Data System (ADS)

    Briggle, Justin David

    A large portion of any science major's curriculum utilizes laboratories. Many of these laboratories now incorporate cooperative learning as a result of studies attesting to its beneficial effects. However, little attention has been given to the composition of those groups, specifically at post-secondary education institutes. We have therefore investigated the effectiveness of a grouping technique based on the theories of L. S. Vygotsky and his construct of the zone of proximal development (ZPD) in the context of an undergraduate general chemistry laboratory course at The University of Texas at Austin. All students were responsible for the completion of a short, 11 question, pre-quiz. Depending on their respective classes, students were grouped either according to the ZPD-scheme, based on pre-quiz scores, or randomly, regardless of pre-quiz score. Achievement of the students in each of the two groups was compared in order to determine grouping effectiveness. This study was carried out for 3 semesters (spring 2003, spring 2004, and fall 2004) under two different instructors. Overall, results indicate that grouping according to the ZPD-scheme revealed higher student achievement versus random grouping. Moreover, students scoring low and average on pre-quizzes benefited far more from this grouping method than higher scoring students. The protocol for implementing this grouping scheme is straightforward and is discussed in detail.

  19. [Psychometric properties of the spanish version of the "Barriers to Being Active Quiz" among university students in Colombia].

    PubMed

    Rubio-Henao, Rubén Fernando; Correa, Jorge Enrique; Ramírez-Vélez, Robinson

    2015-04-01

    Objetivo: El cuestionario Barriers to Being Active Quiz (BBAQ), indaga las barreras para ser físicamente activo. El cuestionario fue traducido al español por el mismo equipo que desarrolló la versión inglésa original, pero carece de estudios de validez en la versión española. El objetivo de esta investigación fue evaluar las propiedades psicométricas del BBAQ (en la versión completa de 21 ítems), centrándose en la fiabilidad y validez. Material y métodos: Un total de 2.634 (1.462 mujeres y 1.172 varones; 18-30 años de edad) estudiantes universitarios completaron el cuestionario BBAQ-21. El alfa de Crombach se estimó como indicador de consistencia interna. El coeficiente de correlación intra-clase (CCI) y el grado de acuerdo se calcularon para evaluar la estabilidad temporal con un periodo de 7 días entre ambas administraciones como estimadores de la reproducibilidad. Se aplicó un análisis factorial exploratorio (AFE) y confirmatorio (AFC) para analizar la validez del BBAQ-21 ítems. Resultados: El BBAQ-21 mostró valores de un alfa de Cronbach entre 0,812 y 0,844 y un CCI entre el 0,46 y 0,87. El porcentaje de acuerdo por todos los conceptos individuales varió de 45 a 80%. El AFE determinó cuatro factores que explicaron el 52,90% de la varianza y el AFC mostró moderadas cargas factoriales. Conclusiones: Los resultados obtenidos en este cuestionario avalan la utilización de este instrumento con este tipo de muestra, desde el punto de vista de la fiabilidad y validez. El BBAQ-21 está disponible para evaluar las barreras para la actividad física en América Latina.

  20. Pet Allergy Quiz

    MedlinePlus

    ... of U.S. households include a member of the dog or cat family. Yet, millions of people suffer ... of the following breeds is considered a hypoallergenic dog? Poodle Beagle Terrier All of the above None ...

  1. Sickle Cell Disease Quiz

    MedlinePlus

    ... False: People with sickle cell disease cannot get malaria. A True B False 4. True or False: ... False: People with sickle cell disease cannot get malaria. False People with sickle cell disease can get ...

  2. Cool Cow Quiz.

    ERIC Educational Resources Information Center

    DeRosa, Bill

    1988-01-01

    Provides a game to help develop the skill of estimating and making educated guesses. Uses facts about cows to explain some problems associated with the dairy industry. Includes cards and rules for playing, class adaptation procedures, follow-up activities, and availability of background information on humane concerns. (RT)

  3. Teen Diabetes Quiz

    MedlinePlus

    ... fruit drinks Sweets and desserts If you have diabetes, you should: Get 60 minutes of physical activity every day Get 20 minutes of physical activity ... Nuts and avocado Butter You can get enough physical activity by just: Watching TV ... with diabetes should not eat at fast food restaurants. True ...

  4. Secondhand Smoke Quiz

    MedlinePlus

    ... Expectations & Goals Healthier Lifestyle Healthier Lifestyle Physical Fitness Food & Nutrition Sleep, Stress & Relaxation Emotions & Relationships HealthyYouTXT Tools Home » Quit Smoking » Second Hand ...

  5. Water Safety Quiz

    MedlinePlus

    ... Drive About Donating Blood Host a Blood Drive Training & Certification Find Classes First Aid CPR AED BLS Babysitting & Child Care Swimming Lifeguarding & Water Safety EMT CNA Train My Employees ...

  6. Healthy Men - Quiz

    MedlinePlus

    ... Safety Organization (PSO) Program Quality Measure Tools & Resources Tools & Resources Value Surveys on Patient Safety Culture Hospital Survey on Patient Safety Culture Medical Office Survey on Patient Safety Culture Nursing Home Survey ...

  7. Skin Allergy Quiz

    MedlinePlus

    American Academy of Allergy Asthma & Immunology Menu Search Main navigation Skip to content Conditions & Treatments Allergies Asthma Primary Immunodeficiency Disease Related Conditions Drug Guide Conditions Dictionary Just ...

  8. Teen Diabetes Quiz

    MedlinePlus

    ... physical activity by just: Watching TV and playing video games Going for a walk on the weekend Swimming ... after dinner instead of watching TV and playing video games, or put on a CD and dance. Answer: ...

  9. Teen Diabetes Quiz Answers

    MedlinePlus

    ... Javascript on. Answer: B Diabetes causes your blood glucose to be too high. Glucose comes from the food you eat and is needed to fuel our bodies. Glucose is also stored in our liver and muscles. ...

  10. Allergic Rhinitis Quiz

    MedlinePlus

    ... allergic conjunctivitis (eye allergy). Is it true that mold spores can trigger eye allergy symptoms? True False ... allergy) are seasonal allergens such as pollen and mold spores. Indoor allergens such as dust mites and ...

  11. Folic Acid Quiz

    MedlinePlus

    ... more easily than natural food folate. Close × Answer: D CORRECT: Folic acid reduces the risk for spina ... g., orange juice and green vegetables). Close × Answer: D CORRECT: Spina bifida and anencephaly are neural tube ...

  12. School of the Month: Northgate High School, Walnut Creek, California.

    ERIC Educational Resources Information Center

    Dudley, Art

    1983-01-01

    Describes solutions to burgeoning student interest in computers instituted at Northgate High School, including a computer club and independent study in computers. Purpose, membership, scheduling, meetings and activities, courseware, worksheets, and quizzes are discussed. (EJS)

  13. Understanding Antegrade Colonic Enema (ACE) Surgery

    MedlinePlus

    ... A Podcasts Tools & Quizzes Health Learning Modules Research & Innovations Online Learning Center Health Information Events Calendar RSS ... Programs & Services Patient Experience Measurement Patient Experience: Empathy & Innovation Summit Patient Stories Contact Office of Patient Experience ...

  14. Bile Duct Exploration

    MedlinePlus

    ... A Podcasts Tools & Quizzes Health Learning Modules Research & Innovations Online Learning Center Health Information Events Calendar RSS ... Programs & Services Patient Experience Measurement Patient Experience: Empathy & Innovation Summit Patient Stories Contact Office of Patient Experience ...

  15. Successful Application of Active Learning Techniques to Introductory Microbiology.

    ERIC Educational Resources Information Center

    Hoffman, Elizabeth A.

    2001-01-01

    Points out the low student achievement in microbiology courses and presents an active learning method applied in an introductory microbiology course which features daily quizzes, cooperative learning activities, and group projects. (Contains 30 references.) (YDS)

  16. Fine tuning the teaching methods used for second year university mathematics

    NASA Astrophysics Data System (ADS)

    Lim, L. L.; Thiel, D. V.; Searles, Debra J.

    2012-01-01

    Second year mathematics is a compulsory course for all students enrolled in engineering and mathematics programmes at the university, and it is taken by approximately 120 students each year. The pass rate of the course had been below expectations in the past years. In order to improve the predicament, quizzes which provided a mark incentive were introduced in 2009 as a pilot study. The pass rate was improved compared to the previous year. Hence, quizzes were added to the course assessment in 2010. This article compares and reports the outcome to the 2009 and 2010 quizzes based on the students' feedback and results at the end of the course. From the data of the surveys, students welcomed the regular quizzes, although the pass rate still did not meet the expectation.

  17. Encouraging Recreational Reading (The Printout).

    ERIC Educational Resources Information Center

    Balajthy, Ernest

    1988-01-01

    Describes computer software, including "The Electronic Bookshelf" and "Return to Reading," which provides motivation for recreational reading in various ways, including: quizzes, games based on books, and whole language activities for children's literature and young adult fiction. (MM)

  18. Histology on the World Wide Web: A Digest of Resources for Students and Teachers.

    ERIC Educational Resources Information Center

    Cotter, John R.

    1997-01-01

    Provides a list of 37 World Wide Web sites that are devoted to instruction in histology and include electronic manuals, syllabi, atlases, image galleries, and quizzes. Reviews the topics, content, and highlights of these Web sites. (DDR)

  19. What Happens in the Emergency Room?

    MedlinePlus

    ... Quizzes Kids' Dictionary of Medical Words En Español What Other Kids Are Reading Back-to-School Butterflies? ... Got Homework? Here's Help White House Lunch Recipes What Happens in the Emergency Room? KidsHealth > For Kids > ...

  20. What's Mono?

    MedlinePlus

    ... Quizzes Kids' Dictionary of Medical Words En Español What Other Kids Are Reading Back-to-School Butterflies? ... Got Homework? Here's Help White House Lunch Recipes What's Mono? KidsHealth > For Kids > What's Mono? Print A ...

  1. What Happens in the Operating Room?

    MedlinePlus

    ... Quizzes Kids' Dictionary of Medical Words En Español What Other Kids Are Reading Back-to-School Butterflies? ... Got Homework? Here's Help White House Lunch Recipes What Happens in the Operating Room? KidsHealth > For Kids > ...

  2. What Is an Ear Infection?

    MedlinePlus

    ... Quizzes Kids' Dictionary of Medical Words En Español What Other Kids Are Reading Back-to-School Butterflies? ... Got Homework? Here's Help White House Lunch Recipes What Is an Ear Infection? KidsHealth > For Kids > What ...

  3. What's Mad Cow Disease?

    MedlinePlus

    ... Quizzes Kids' Dictionary of Medical Words En Español What Other Kids Are Reading Back-to-School Butterflies? ... Got Homework? Here's Help White House Lunch Recipes What's Mad Cow Disease? KidsHealth > For Kids > What's Mad ...

  4. What Is Hyperactivity?

    MedlinePlus

    ... Quizzes Kids' Dictionary of Medical Words En Español What Other Kids Are Reading Back-to-School Butterflies? ... Got Homework? Here's Help White House Lunch Recipes What Is Hyperactivity? KidsHealth > For Kids > What Is Hyperactivity? ...

  5. What Is a Coma?

    MedlinePlus

    ... Quizzes Kids' Dictionary of Medical Words En Español What Other Kids Are Reading Back-to-School Butterflies? ... Got Homework? Here's Help White House Lunch Recipes What Is a Coma? KidsHealth > For Kids > What Is ...

  6. Retention of Information as a Function of Lesson Design for Middle School Studies of Wetlands in New Jersey

    NASA Astrophysics Data System (ADS)

    Parsekian, A.; Cimiluca, C.; Gates, A. E.; Calderon, I.

    2010-12-01

    Considering the breadth of innovative teaching strategies available, it is helpful to identify which will be best suited for a particular subject. With students that have a variety of interests, it is important to engage as many as possible in the lab activity, especially those who might not identify science as their preferred interest. Here we test the retention of information by middle school students after a problem-based learning (PBL) style lesson compared with an investigation where the students were given no role-playing problem. Both lessons were designed around wetlands in New Jersey: the first being a pond-edge ecosystem in a park near the middle school in Newark, NJ that the students are familiar with and the second being small, isolated peat bogs in the Pinelands of southern New Jersey that are the subject of ongoing scientific research. Days after both hands-on lessons, the students were given short, carefully designed multiple choice quizzes that tested the retention of knowledge about each of the learning objectives set forth. Results of the quizzes are nearly normally distributed, indicating a similar average performance. A higher number of students preformed better on the problem-based learning post-quiz suggesting the inclusion of a role playing scenario is useful for engaging the most students in hands-on wetlands laboratory experiments. Future work should test the retention of this type of information over time and explore other teaching strategies. We also present new ideas for an inexpensive hands-on lesson as implemented for the peat bog wetlands example that introduces basic soil science concepts to middle school and high school students.

  7. Effects of single sex lab groups on physics self-efficacy, behavior, and academic performance

    NASA Astrophysics Data System (ADS)

    Hunt, Gary L.

    The purpose of this study was to investigate the relationships between the gender composition of a laboratory group and student behaviors, self-efficacy, and quiz performance, within the college physics laboratory. A student population was chosen and subdivided into two groups, which were assigned either same-sex or coed laboratory teams while executing identical laboratory activities and instruction. Assessments were carried out prior to instruction, during the course, and at the end of one semester worth of instruction and laboratory activities. Students were assessed in three areas: behaviors exhibited during laboratory activities, self-efficacy, and scores on laboratory quizzes. Analyses considered the differences in outcomes after a single semester of physics laboratories that differed only in team gender organization. The results indicated that there were no statistically significant differences in behavior variable, self-efficacy or laboratory quiz scores between same sex teams and coed teams. There were also no statistically significant differences between genders, and no interaction effect present. In a post-hoc analysis of the individual behaviors data, it was noted that there is present a practical difference in the individual behaviors exhibited by males and females. This difference implies a difference in how males and females successfully engage in the laboratory activities.

  8. Computer-based, Jeopardy™-like game in general chemistry for engineering majors

    NASA Astrophysics Data System (ADS)

    Ling, S. S.; Saffre, F.; Kadadha, M.; Gater, D. L.; Isakovic, A. F.

    2013-03-01

    We report on the design of Jeopardy™-like computer game for enhancement of learning of general chemistry for engineering majors. While we examine several parameters of student achievement and attitude, our primary concern is addressing the motivation of students, which tends to be low in a traditionally run chemistry lectures. The effect of the game-playing is tested by comparing paper-based game quiz, which constitutes a control group, and computer-based game quiz, constituting a treatment group. Computer-based game quizzes are Java™-based applications that students run once a week in the second part of the last lecture of the week. Overall effectiveness of the semester-long program is measured through pretest-postest conceptual testing of general chemistry. The objective of this research is to determine to what extent this ``gamification'' of the course delivery and course evaluation processes may be beneficial to the undergraduates' learning of science in general, and chemistry in particular. We present data addressing gender-specific difference in performance, as well as background (pre-college) level of general science and chemistry preparation. We outline the plan how to extend such approach to general physics courses and to modern science driven electives, and we offer live, in-lectures examples of our computer gaming experience. We acknowledge support from Khalifa University, Abu Dhabi

  9. Gender-based performance differences in an introductory physics course

    NASA Astrophysics Data System (ADS)

    McKinnon, Mark Lee

    Cognitive research has indicated that the difference between males and females is negligible. Paradoxically, in traditionally-taught college level introductory physics courses, males have outperformed females. UC Davis' Physics 7A (the first class of a three-quarter Introduction to Physics sequence for Life-Science students), however, counters this trend since females perform similarly to males. The gender-based performance difference within the other two quarters (Physics 7B & 7C) of the radically restructured, active-learning physics sequence still echo the traditionally-taught courses. In one experiment, I modified the laboratory activity instructions of the Physics 7C course to encourage further group interaction. These modifications did not affect the gender-based performance difference. In a later experiment, I compared students' performance on different forms of assessment for certain physics concepts during the Physics 7C course. Over 500 students took weekly quizzes at different times. The students were given different quiz questions on the same topics. Several quiz questions seemed to favor males while others were more gender equitable. I highlighted comparisons between a few pairs of questions that assessed students' understanding of the same physical concept. Males tended to perform better in responding to questions that seemed to require spatial visualization. Questions that required greater understanding of the physical concept or scientific model were more gender neutral.

  10. Evaluation of Consumer Understanding of Different Front-of-Package Nutrition Labels, 2010–2011

    PubMed Central

    Bragg, Marie A.; Seamans, Marissa J.; Mechulan, Regine L.; Novak, Nicole; Brownell, Kelly D.

    2012-01-01

    Introduction Governments throughout the world are using or considering various front-of-package (FOP) food labeling systems to provide nutrition information to consumers. Our web-based study tested consumer understanding of different FOP labeling systems. Methods Adult participants (N = 480) were randomized to 1 of 5 groups to evaluate FOP labels: 1) no label; 2) multiple traffic light (MTL); 3) MTL plus daily caloric requirement icon (MTL+caloric intake); 4) traffic light with specific nutrients to limit based on food category (TL+SNL); or 5) the Choices logo. Total percentage correct quiz scores were created reflecting participants’ ability to select the healthier of 2 foods and estimate amounts of saturated fat, sugar, and sodium in foods. Participants also rated products on taste, healthfulness, and how likely they were to purchase the product. Quiz scores and product perceptions were compared with 1-way analysis of variance followed by post-hoc Tukey tests. Results The MTL+caloric intake group (mean [standard deviation], 73.3% [6.9%]) and Choices group (72.5% [13.2%]) significantly outperformed the no label group (67.8% [10.3%]) and the TL+SNL group (65.8% [7.3%]) in selecting the more healthful product on the healthier product quiz. The MTL and MTL+caloric intake groups achieved average scores of more than 90% on the saturated fat, sugar, and sodium quizzes, which were significantly better than the no label and Choices group average scores, which were between 34% and 47%. Conclusion An MTL+caloric intake label and the Choices symbol hold promise as FOP labeling systems and require further testing in different environments and population subgroups. PMID:22995103

  11. Exercise-Induced Bronchoconstriction Quiz

    MedlinePlus

    American Academy of Allergy Asthma & Immunology Menu Search Main navigation Skip to content Conditions & Treatments Allergies Asthma Primary Immunodeficiency Disease Related Conditions Drug Guide Conditions Dictionary Just ...

  12. Continuing education case study quiz.

    PubMed

    2013-01-01

    Goal- The goal of this program is to educate pharmacists about the use of elvitegravir/cobicistat/emtricitabine/tenofovir disoproxil fumarate (df) combination tablet for the treatment of HIV infection. Objectives-At the completion of this program, the reader will be able to:Describe the pharmacology and pharmacokinetics of elvitegravir/cobicistat/emtricitabine/tenofovir df combination.Discuss the risks associated with the use of elvitegravir/cobicistat/emtricitabine/tenofovir df combination.Discuss the potential benefit of elvitegravir/cobicistat/emtricitabine/tenofovir df combination for an individual patient.Apply the information on the use of elvitegravir/cobicistat/emtricitabine/tenofovir df combination to a case study. PMID:24550569

  13. Imaging quiz: perplexing shin pain.

    PubMed

    McFarland, E G; Kraus, E H

    1997-04-01

    A 19-year-old minor league baseball pitcher from South America felt pain in his left shin while pitching and presented to the trainer right after the game. He had suffered no injury to the shin, but over a period of 6 weeks, the pain became progressively worse. He had considerable nocturnal discomfort, but no fevers or night sweats. Anti-inflammatories, rest, and ice did not reduce the pain. The patient was otherwise healthy, with no other symptoms or notable history.

  14. Continuing education case study quiz.

    PubMed

    2013-03-01

    Goal- The goal of this program is to educate pharmacists about the use of teriflunomide for the treatment of multiple sclerosis (MS). Objectives- At the completion of this program, the reader will be able to:Describe the pharmacology and pharmacokinetics of teriflunomide.Discuss the risks associated with the use of teriflunomide.Discuss the potential benefit of teriflunomide for an individual patient.Apply the information on the use of teriflunomide to a case study. PMID:24421468

  15. Be MedWise Quiz

    MedlinePlus

    If the over-the-counter medicine expiration date has passed, what should you do? a) take it anyway b) give it to a friend c) throw it away What is ... them c) If they haven't reached the expiration date yet, use them according to directions. What kind ...

  16. Pathology quiz: small cell osteosarcoma.

    PubMed

    McPherson, F; Chamyan, G; Gilbert-Barness, E

    2001-01-01

    A 15-year-old black male presented with shortness of breath, leg weakness, and pain in his back and rib cage. Four years previously he had noticed a lump in his upper back and complained of pain when playing basketball, especially on contact to that area. Recently, the pain had become more constant and increased in intensity. This was associated with loss of control in his legs, weakness, and paraesthesia. General physical examination revealed a palpable mass in the right midline upper back. Laboratory results were within normal limits. Radiographic scans demonstrated a destructive soft tissue mass at T6 vertebral body with scattered stippled calcification (Figure 1). The patient underwent a biopsy followed by excision of the mass (Figure 2) and decompressive laminectomy with reconstruction.

  17. Canine theriogenology for dog enthusiasts: teaching methodology and outcomes in a massive open online course (MOOC).

    PubMed

    Root Kustritz, Margaret V

    2014-01-01

    A massive open online course (MOOC) in canine theriogenology was offered for dog owners and breeders and for veterinary professionals as a partnership between the University of Minnesota and Coursera. The six-week course was composed of short video lectures, multiple-choice quizzes with instant feedback to assess understanding, weekly case studies with peer evaluation to promote integration of course materials, and discussion forums to promote participant interaction. Peak enrollment was 8,796 students. The grading policy for completion was strict and was upheld; completion rate for all participants was 7.5%. About 12% of participants achieved a grade of over 90% in the course, with those who had any deficiency mostly missing one quiz or assignment. Ninety-nine individuals were enrolled in a for-cost, credentialed pathway, and 50% of those individuals completed all required course components. Pre- and postcourse surveys were used to demonstrate that learning objectives were met by the participants and to identify that lack of time to commit to study was the biggest impediment to completion. Positive aspects of the course were active engagement by participants from all over the world and the ability of this university and instructor to reach those learners. Negative aspects concerned technical support and negative feedback from some participants who were unable to meet course requirements for reasons beyond the control of the instructor.

  18. Canine theriogenology for dog enthusiasts: teaching methodology and outcomes in a massive open online course (MOOC).

    PubMed

    Root Kustritz, Margaret V

    2014-01-01

    A massive open online course (MOOC) in canine theriogenology was offered for dog owners and breeders and for veterinary professionals as a partnership between the University of Minnesota and Coursera. The six-week course was composed of short video lectures, multiple-choice quizzes with instant feedback to assess understanding, weekly case studies with peer evaluation to promote integration of course materials, and discussion forums to promote participant interaction. Peak enrollment was 8,796 students. The grading policy for completion was strict and was upheld; completion rate for all participants was 7.5%. About 12% of participants achieved a grade of over 90% in the course, with those who had any deficiency mostly missing one quiz or assignment. Ninety-nine individuals were enrolled in a for-cost, credentialed pathway, and 50% of those individuals completed all required course components. Pre- and postcourse surveys were used to demonstrate that learning objectives were met by the participants and to identify that lack of time to commit to study was the biggest impediment to completion. Positive aspects of the course were active engagement by participants from all over the world and the ability of this university and instructor to reach those learners. Negative aspects concerned technical support and negative feedback from some participants who were unable to meet course requirements for reasons beyond the control of the instructor. PMID:24393779

  19. Using video games for volcanic hazard education and communication: an assessment of the method and preliminary results

    NASA Astrophysics Data System (ADS)

    Mani, Lara; Cole, Paul D.; Stewart, Iain

    2016-07-01

    This paper presents the findings from a study aimed at understanding whether video games (or serious games) can be effective in enhancing volcanic hazard education and communication. Using the eastern Caribbean island of St. Vincent, we have developed a video game - St. Vincent's Volcano - for use in existing volcano education and outreach sessions. Its twin aims are to improve residents' knowledge of potential future eruptive hazards (ash fall, pyroclastic flows and lahars) and to integrate traditional methods of education in a more interactive manner. Here, we discuss the process of game development including concept design through to the final implementation on St. Vincent. Preliminary results obtained from the final implementation (through pre- and post-test knowledge quizzes) for both student and adult participants provide indications that a video game of this style may be effective in improving a learner's knowledge. Both groups of participants demonstrated a post-test increase in their knowledge quiz score of 9.3 % for adults and 8.3 % for students and, when plotted as learning gains (Hake, 1998), show similar overall improvements (0.11 for adults and 0.09 for students). These preliminary findings may provide a sound foundation for the increased integration of emerging technologies within traditional education sessions. This paper also shares some of the challenges and lessons learnt throughout the development and testing processes and provides recommendations for researchers looking to pursue a similar study.

  20. Challenges and opportunities: using a science-based video game in secondary school settings

    NASA Astrophysics Data System (ADS)

    Muehrer, Rachel; Jenson, Jennifer; Friedberg, Jeremy; Husain, Nicole

    2012-12-01

    Simulations and games are not new artifacts to the study of science in secondary school settings (Hug, Kriajcik and Marx 2005), however teachers remain skeptical as to their value, use and appropriateness (Rice 2006). The difficulty is not only the design and development of effective play environments that produce measurable changes in knowledge and/or understanding, but also in their on-the-ground use (Jaipal and Figg 2010). This paper reports on the use of a science-focused video game in five very different secondary school settings in Ontario, Canada. A mixed-methods approach was used in the study, and included data gathered on general gameplay habits and technology use, as well as informal interviews with teachers and students who played the game. In total, 161 participants played a series of games focused on the "life of a plant", and were given both a pre and post quiz to determine if the game helped them retain and/or change what they knew about scientific processes like plant cell anatomy and photosynthesis. Participants showed statistically significant improvement on quizzes that were taken after playing the game for approximately one-hour sessions, despite difficulties in some cases both accessing and playing the game for the full hour. Our findings also reveal the ongoing challenges in making use of technology in a variety of school sessions, even when using a browser-based game, that demanded very little other than a reliable internet connection.

  1. Utilization of blended learning to teach preclinical endodontics.

    PubMed

    Maresca, Cristina; Barrero, Carlos; Duggan, Dereck; Platin, Enrique; Rivera, Eric; Hannum, Wallace; Petrola, Frank

    2014-08-01

    Blended learning (BL) is the integration of classroom learning with an online environment. The purpose of this study was to determine whether dental students who experienced BL in a preclinical endodontic course demonstrated better manual skills, conceptual knowledge, and learning experience compared to those experiencing traditional learning. All eighty-one students (100 percent) in a preclinical endodontics course agreed to participate and were assigned to either the traditional or BL group. A root canal procedure was used to determine the level of manual skills gained by each group. Pre- and post-intervention quizzes were given to all students to evaluate conceptual knowledge gained, and the students' perspectives on the methods were evaluated with a survey. The BL group scored better than the traditional group on the manual skills exercise at a statistically significant level (p=0.0067). There were no differences in the post-intervention quiz scores between the two groups, and the students' opinions were positive regarding BL. With BL, the students were able to learn and demonstrate dental skills at a high level.

  2. Towards a standardised informed consent procedure for live donor nephrectomy: the PRINCE (Process of Informed Consent Evaluation) project—study protocol for a nationwide prospective cohort study

    PubMed Central

    Kortram, Kirsten; Spoon, Emerentia Q W; Ismail, Sohal Y; d'Ancona, Frank C H; Christiaans, Maarten H L; van Heurn, L W Ernest; Hofker, H Sijbrand; Hoksbergen, Arjan W J; Homan van der Heide, Jaap J; Idu, Mirza M; Looman, Caspar W N; Nurmohamed, S Azam; Ringers, Jan; Toorop, Raechel J; van de Wetering, Jacqueline; Ijzermans, Jan N M; Dor, Frank J M F

    2016-01-01

    Introduction Informed consent is mandatory for all (surgical) procedures, but it is even more important when it comes to living kidney donors undergoing surgery for the benefit of others. Donor education, leading to informed consent, needs to be carried out according to certain standards. Informed consent procedures for live donor nephrectomy vary per centre, and even per individual healthcare professional. The basis for a standardised, uniform surgical informed consent procedure for live donor nephrectomy can be created by assessing what information donors need to hear to prepare them for the operation and convalescence. Methods and analysis The PRINCE (Process of Informed Consent Evaluation) project is a prospective, multicentre cohort study, to be carried out in all eight Dutch kidney transplant centres. Donor knowledge of the procedure and postoperative course will be evaluated by means of pop quizzes. A baseline cohort (prior to receiving any information from a member of the transplant team in one of the transplant centres) will be compared with a control group, the members of which receive the pop quiz on the day of admission for donor nephrectomy. Donor satisfaction will be evaluated for all donors who completed the admission pop-quiz. The primary end point is donor knowledge. In addition, those elements that have to be included in the standardised format informed consent procedure will be identified. Secondary end points are donor satisfaction, current informed consent practices in the different centres (eg, how many visits, which personnel, what kind of information is disclosed, in which format, etc) and correlation of donor knowledge with surgeons' estimation thereof. Ethics and dissemination Approval for this study was obtained from the medical ethical committee of the Erasmus MC, University Medical Center, Rotterdam, on 18 February 2015. Secondary approval has been obtained from the local ethics committees in six participating centres. Approval in the

  3. Effects of Social Network Exposure on Nutritional Learning: Development of an Online Educational Platform

    PubMed Central

    Dagan, Noa; Beskin, Daniel; Brezis, Mayer

    2015-01-01

    Background Social networking sites (SNSs) such as Facebook have the potential to enhance online public health interventions, in part, as they provide social exposure and reinforcement. Objective The objective of the study was to evaluate whether social exposure provided by SNSs enhances the effects of online public health interventions. Methods As a sample intervention, we developed Food Hero, an online platform for nutritional education in which players feed a virtual character according to their own nutritional needs and complete a set of virtual sport challenges. The platform was developed in 2 versions: a "private version" in which a user can see only his or her own score, and a "social version" in which a user can see other players’ scores, including preexisting Facebook friends. We assessed changes in participants’ nutritional knowledge using 4 quiz scores and 3 menu-assembly scores. Monitoring feeding and exercising attempts assessed engagement with the platform. Results The 2 versions of the platform were randomly assigned between a study group (30 members receiving the social version) and a control group (33 members, private version). The study group's performance on the quizzes gradually increased over time, relative to that of the control group, becoming significantly higher by the fourth quiz (P=.02). Furthermore, the study group's menu-assembly scores improved over time compared to the first score, whereas the control group's performance deteriorated. Study group members spent an average of 3:40 minutes assembling each menu compared to 2:50 minutes in the control group, and performed an average of 1.58 daily sport challenges, compared to 1.21 in the control group (P=.03). Conclusions This work focused on isolating the SNSs' social effects in order to help guide future online interventions. Our results indicate that the social exposure provided by SNSs is associated with increased engagement and learning in an online nutritional educational platform

  4. newSLATE: Building a Web-Based Infrastructure for Learning Non-Roman Script Languages

    ERIC Educational Resources Information Center

    Hopp, Marsha A.; Hopp, Theodore H.

    2004-01-01

    The "newSLATE" environment provides a Web-based infrastructure for language learning. Its design and implementation were driven by the difficulties of non-Roman-script text handling. The software features a cross-platform approach to non-Roman text input and handling and a novel method for automatically generating online quizzes from study…

  5. COMPUTER TECHNIQUES FOR WEEKLY MULTIPLE-CHOICE TESTING.

    ERIC Educational Resources Information Center

    BROYLES, DAVID

    TO ENCOURAGE POLITICAL SCIENCE STUDENTS TO READ PROPERLY AND CONTINUOUSLY, THE AUTHOR GIVES FREQUENT SHORT QUIZZES BASED ON THE ASSIGNED READINGS. FOR EASE IN ADMINISTRATION AND SCORING, HE USES MARK-SENSE CARDS, ON WHICH THE STUDENT MARKS DESIGNATED AREAS TO INDICATE HIS NUMBER AND HIS CHOICE OF ANSWERS. TO EMPHASIZE THE VALUE OF CONTINUED HIGH…

  6. The Impact of Supplementary On-Line Resources on Academic Performance: A Study of First-Year University Students Studying Economics

    ERIC Educational Resources Information Center

    Birch, Elisa; Williams, Andrew

    2013-01-01

    This paper examines the impact of supplementary web-based materials on students' academic performance in a first-year economics unit at university. In particular, the paper considers the impact of students' usage of the unit's webpage, voluntary on-line discussion board, voluntary on-line quizzes and voluntary on-line homework questions on their…

  7. Clicking in the Community College Classroom: Assessing the Effectiveness of Clickers on Student Learning in a General Psychology Course

    ERIC Educational Resources Information Center

    Symister, Petra; VanOra, Jason; Griffin, Kenneth W.; Troy, David

    2014-01-01

    The present study examined the efficacy of clickers in a community college classroom. Specifically we sought to compare the effects of clicker technology on perceived knowledge and exam scores with the effectiveness of essays and pop quizzes. One hundred students completed surveys measuring presemester motivation to take psychology and baseline…

  8. Leaders Look to Technology for Savings and Change

    ERIC Educational Resources Information Center

    Young, Jeffrey R.

    2012-01-01

    Students are bringing the latest devices to campuses expecting to use them as learning tools, and colleges are trying to deliver. Some of the world's best-known universities tried some experiments with a new model of online learning, in which students watch short video lectures, take automatically graded quizzes, and use online communities to work…

  9. Literacy 2.0: Teaching Students the Skills Needed to Succeed in Our Information Economy

    ERIC Educational Resources Information Center

    Linik, Joyce Riha

    2012-01-01

    At a middle school, English language learners "beg" to take quizzes via iPod, engaging in interactive language arts exercises that seem more game than test. In a high school classroom, students write, videotape, and edit public service announcements, documentaries, and films. Students from the Seattle metropolitan area create stories via digital…

  10. Preservice Teachers' Acceptance of Learning Management Software: An Application of the UTAUT2 Model

    ERIC Educational Resources Information Center

    Raman, Arumugam; Don, Yahya

    2013-01-01

    "Moodle" also known as Learning Management System is freely available to educators. Universiti Utara Malaysia (UUM) encourages students and instructors to utilize the teaching and learning process. Moodle enables lecturer to create sequences and facilitate activities for their students, auto-marked online quizzes and exams, navigation…

  11. Development and Implementation of a First-Semester Hybrid Organic Chemistry Course: Yielding Advantages for Educators and Students

    ERIC Educational Resources Information Center

    Ealy, Julie B.

    2013-01-01

    A first-semester organic chemistry course was developed as a hybrid course. The students met face-to-face for one class each week (50 minutes) and the lectures were accessible online via Adobe Connect. Quizzes were scheduled for almost every lecture with access online through ANGEL. In addition, the students had three in-class tests and one final…

  12. Taking on Multitasking

    ERIC Educational Resources Information Center

    Rekart, Jerome L.

    2011-01-01

    Multitasking impedes learning and performance in the short-term and may affect long-term memory and retention. The implications of these findings make it critical that educators and parents impress upon students the need to focus and reduce extraneous stimuli while studying or reading. Course-based quizzes and tests can be used for more than…

  13. French Curriculum Guide-Level III and IV; Grades 10, 11, 12.

    ERIC Educational Resources Information Center

    Kennedy, Dora F.; And Others

    This is a sequel to the French guide for Levels 1 and 2 (grades 7 and above). Materials for Level 3 center around: (1) the teaching of grammar using two different texts, (2) reading, (3) cultural education, and (4) supplementary lesson plans, quizzes, exercises, and tests. Other chapters discuss coverage of basic materials, differences among the…

  14. Achieving Inclusion through CLAD: Collaborative Learning Assessment through Dialogue

    ERIC Educational Resources Information Center

    Fitch, E. Frank; Hulgin, Kathleen M.

    2008-01-01

    This study measures the effectiveness of Collaborative Learning Assessment through Dialogue (CLAD) on reading achievement in inclusive classrooms in the USA. The CLAD process involved students collaboratively completing multiple-choice quizzes, using dialogue and critical thinking to reach consensus and receiving immediate feedback on their…

  15. Asynchronous Assessment in a Large Lecture Marketing Course

    ERIC Educational Resources Information Center

    Downey, W. Scott; Schetzsle, Stacey

    2012-01-01

    Asynchronous assessment, which includes quizzes or exams online or outside class, offers marketing educators an opportunity to make more efficient use of class time and to enhance students' learning experiences by giving them more flexibility and choice in their assessment environment. In this paper, we examine the performance difference between…

  16. Design and Evaluation of an Integrated Online Motion Control Training Package

    ERIC Educational Resources Information Center

    Buiu, C.

    2009-01-01

    The aim of this paper is to present an integrated Internet-based package for teaching the fundamentals of motion control by using a wide range of resources: theory, videos, simulators, games, quizzes, and a remote lab. The package is aimed at automation technicians, pupils at vocational schools and students taking an introductory course in…

  17. Getting to Know Your Baby and Yourself: Prenatal to Birth.

    ERIC Educational Resources Information Center

    Cooper, Grace C.

    This illustrated booklet on prenatal care and birth is part of a related curriculum on parenting and child development designed for school-age mothers. Conception, embryonic and fetal development, the birth process, nutrition during pregnancy, and emotional and physical characteristics of pregnant women are explained. Short quizzes and answers are…

  18. Bats.

    ERIC Educational Resources Information Center

    Naturescope, 1986

    1986-01-01

    Presents information about bats, including definitions and descriptions of the characteristics of bats. Provides teaching activities such as "Bat and Math,""A Bat Like That,""Bat Party,""Ears in the Dark," and "The Big Bat Mystery." Contains reproducible handouts and quizzes. (TW)

  19. Reading Questions in Large-Lecture Courses: Limitations and Unexpected Outcomes

    ERIC Educational Resources Information Center

    Offerdahl, Erika; Baldwin, Thomas; Elfring, Lisa; Vierling, Elizabeth; Ziegler, Miriam

    2008-01-01

    As an alternative to reading quizzes, a team of biochemistry instructors implemented student reading questions (Henderson and Rosenthal 2006) as a new instructional strategy within their large-enrollment biochemistry courses. Unexpected positive outcomes of this instructional method were realized, as well as limitations of the method within this…

  20. Increasing Reading Compliance of Undergraduates: An Evaluation of Compliance Methods

    ERIC Educational Resources Information Center

    Hatteberg, Sarah J.; Steffy, Kody

    2013-01-01

    A common source of frustration for college instructors is getting their students to read. Since the 1970s, studies have shown that no more than 30 percent of students complete a reading assignment on any given day. But what can be done? What strategies can instructors use to make certain that their students read? Do pop or announced quizzes work…

  1. Using Formative Assessment and Self-Regulated Learning to Help Developmental Mathematics Students Achieve: A Multi-Campus Program

    ERIC Educational Resources Information Center

    Hudesman, John; Crosby, Sara; Ziehmke, Niesha; Everson, Howard; Issac, Sharlene; Flugman, Bert; Zimmerman, Barry; Moylan, Adam

    2014-01-01

    The authors describe an Enhanced Formative Assessment and Self-Regulated Learning (EFA-SRL) program designed to improve the achievement of community college students enrolled in developmental mathematics courses. Their model includes the use of specially formatted quizzes designed to assess both the students' mathematics and metacognitive…

  2. Affective, Cognitive, and Behavioral Differences Between High and Low Procrastinators.

    ERIC Educational Resources Information Center

    Rothblum, Esther D.; And Others

    1986-01-01

    Examined the relation between procrastination and academically related trait measures. Self-reported procrastination was positively correlated with delay in taking self-paced quizzes and negatively correlated with grade point average. High procrastinators, particularly women, were significantly more likely to report more test anxiety and to…

  3. College Textbook Reading Assignments and Class Time Activity

    ERIC Educational Resources Information Center

    Aagaard, Lola; Conner, Timothy W., II; Skidmore, Ronald L.

    2010-01-01

    It has been reported (Lei, Barlett, Gorney, & Herschbach, 2010; Sikorski et al., 2002) that only a minority of college students actually read the course textbook or other assigned readings in preparation for examinations. Suggested strategies to remedy this situation include quizzes (Ruscio, 2001; Ryan, 2006), study worksheets (Aagaard &…

  4. Evaluating Preference for Graphic Feedback on Correct versus Incorrect Performance

    ERIC Educational Resources Information Center

    Sigurdsson, Sigurdur O.; Ring, Brandon M.

    2013-01-01

    The current study evaluated preferences of undergraduate students for graphic feedback on percentage of incorrect performance versus feedback on percentage of correct performance. A total of 108 participants were enrolled in the study and received graphic feedback on performance on 12 online quizzes. One half of participants received graphic…

  5. Technology in the Nursing Classroom.

    ERIC Educational Resources Information Center

    Siktberg, Linda L.; Dillard, Nancy L.

    1999-01-01

    Describes nursing education integrating the Internet at Ball State University: (1) redesign of a professional-issues course; (2) electronic conferencing and computer quizzes in a health-appraisal course; (3) Internet tools used in an introductory associate-degree course; and (4) redesign of the required registered nurse-completion course. (SK)

  6. Accelerated Reader[TM]. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2010

    2010-01-01

    "Accelerated Reader"[TM] is a guided reading intervention used to supplement regular reading instruction in K-12 classrooms. Its aim is to improve students' reading skills through reading practice and quizzes on the books students read. The "Accelerated Reader"[TM] program calls for students to select and read a book and then take a computerized…

  7. Effects of Writing-Related Contingencies on Both Quality of Writing and Multiple-Choice Exam Performance in Large College Courses

    ERIC Educational Resources Information Center

    Krohn, Katherine R.; Parker, Megan R.; Foster, Lisa N.; Aspiranti, Kathleen B.; McCleary, Daniel F.; Williams, Robert L.

    2008-01-01

    Students (N = 158) in three sections of an undergraduate educational psychology course equivalent in content and assessment procedures completed five-min writing quizzes over assigned subject matter at the beginning of most class sessions. The study compared the effects of three separate writing contingencies on writing scores and multiple-choice…

  8. Kentucky Consumer & Homemaking Education. Appendix for Curriculum Guide.

    ERIC Educational Resources Information Center

    Bishop, Helen; And Others

    As the appendix for a series of curriculum guides for consumer and homemaking education on the secondary level in Kentucky, this booklet contains instructional activities for classroom use in conjunction with the units in the comprehensive curriculum guides. Included are games, puzzles, skits, quizzes, survey forms, checklists, and review sheets…

  9. Forgetting to Remember Important Course Information: Instructors' Perspectives

    ERIC Educational Resources Information Center

    Lei, Simon; Donoso, Denise; Foutz, Kara; Lasorsa, Meghann; Oliver, Sherry

    2011-01-01

    The notion of forgetting implies that important information once learned and accessible can no longer be retrieved and remembered. Although college students do not need to recall everything, they frequently have some trouble remembering what they need to know when taking quizzes and examinations (exams), and when giving oral presentations. This…

  10. Pacific Rim Cultures in the Classroom. Multicultural Education Resource Series.

    ERIC Educational Resources Information Center

    Ogilvie, A. Barretto, Ed.; Magnusson, Elaine, Ed.

    Seventeen instructional units on Asian and Pacific culture, society, and economic life are provided in this handbook, the result of a workshop entitled "Pacific Rim Cultures in the Classroom." Most of the lessons include suggestions for classroom activities, quizzes, and supplementary reading matter. The instructional units are organized according…

  11. An Empirical Study of Personal Response Technology for Improving Attendance and Learning in a Large Class

    ERIC Educational Resources Information Center

    Shapiro, Amy

    2009-01-01

    Student evaluations of a large General Psychology course indicate that students enjoy the class a great deal, yet attendance is low. An experiment was conducted to evaluate a personal response system as a solution. Attendance rose by 30% as compared to extra credit as an inducement, but was equivalent to offering pop quizzes. Performance on test…

  12. Computer Series, 45.

    ERIC Educational Resources Information Center

    Moore, John W., Ed.

    1983-01-01

    Describes two approaches of assuring adequate student laboratory preparation by means of computerized, prelab quizzes. One, designed for the Apple microcomputer for introductory chemistry, is available on diskette from the authors. The other, for organic chemistry, is done on a time-shared system. Additional information on this program is…

  13. Beyond Point and Click: Taking Web Based Pedagogy to a New Level

    ERIC Educational Resources Information Center

    Hurn, Janet E.

    2005-01-01

    A group of faculty that currently teach asynchronous online courses were motivated to ensure that course quality remained high. Many people have seen the online courses that throw some written content up on the web and then have some tests and quizzes and call it an online course. To the faculty, that is not suitable in many ways on many levels.…

  14. Using Wireless Response Systems to Replicate Behavioral Research Findings in the Classroom

    ERIC Educational Resources Information Center

    Cleary, Anne M.

    2008-01-01

    College instructors are increasingly relying on wireless clicker systems as instructional tools in the classroom. Instructors commonly use clicker systems for such classroom activities as taking attendance, giving quizzes, and taking opinion polls. However, these systems are uniquely well suited for the teaching of psychology and other courses…

  15. Testing the Information Technology Continuance Model on a Mandatory SMS-Based Student Response System

    ERIC Educational Resources Information Center

    Lin, Julian; Rivera-Sanchez, Milagros

    2012-01-01

    This paper reports a 2-month longitudinal study on a mandatory Short Message Service-based student response system that enabled students to take classroom quizzes using their mobile phones to register responses. students' perceptions on usefulness and their attitude toward the system were measured twice: once before they used the system and again…

  16. Pedagogical Techniques: Student Performance and Preferences.

    ERIC Educational Resources Information Center

    Beets, S. Douglas; Lobingier, Patricia G.

    2001-01-01

    Students in financial accounting were exposed to three teaching methods for one-third semester each (chalkboard, overhead projector, presentation software). No overall student learning differences were found, but students performed better on quizzes and exams when their preferred method was used. (SK)

  17. The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement. Final Report. NCEE 2013-4000

    ERIC Educational Resources Information Center

    Cordray, David; Pion, Georgine; Brandt, Chris; Molefe, Ayrin; Toby, Megan

    2012-01-01

    During the past decade, the use of standardized benchmark measures to differentiate and individualize instruction for students received renewed attention from educators. Although teachers may use their own assessments (tests, quizzes, homework, problem sets) for monitoring learning, it is challenging for them to equate performance on classroom…

  18. Alaskan Animals. Grade 2. Anchorage School District Elementary Science Program.

    ERIC Educational Resources Information Center

    Herminghaus, Trisha, Ed.

    This unit of study is designed to teach the science of wild animals to students in the primary grades. Included are a list of materials for the unit, a discussion of the use of process skills, a list of unit objectives, vocabulary, teacher background information, 13 lessons, 3 quizzes, and a unit test. Lessons are oriented toward hands-on process…

  19. Everglades National Park Including Biscayne National Park. Activity Book.

    ERIC Educational Resources Information Center

    Ruehrwein, Dick

    Intended to help elementary school children learn about the resources of the Everglades and Biscayne National Parks, this activity book includes information, puzzles, games, and quizzes. The booklet deals with concepts related to: (1) the seasons; (2) fire ecology; (3) water; (4) fish; (5) mammals; (6) mosquitos; (7) birds; (8) venomous snakes;…

  20. Improved Student Achievement Using Personalized Online Homework for a Course in Material and Energy Balances

    ERIC Educational Resources Information Center

    Liberatore, Matthew W.

    2011-01-01

    Personalized, online homework was used to supplement textbook homework, quizzes, and exams for one section of a course in material and energy balances. The objective of this study was to test the hypothesis that students using personalized, online homework earned better grades in the course. The online homework system asks the same questions of…

  1. Society for College Science Teachers: Putting Inquiry Teaching to the Test--Enhancing Learning in College Botany

    ERIC Educational Resources Information Center

    Lord, Thomas; Shelly, Chad; Zimmerman, Rachel

    2007-01-01

    Can you imagine a class where students cover the content with each other rather than simply listening to the professor's lecture? Can you envision students developing their own laboratory investigations and quizzing each other weekly to check for understanding? Well, that's pretty much how the major science organizations across the nation are…

  2. Printed Notes versus Virtual Lectures: An Examination of Student Learning of Geoscience Content

    ERIC Educational Resources Information Center

    Guertin, Laura

    2006-01-01

    Two geoscience course sections were provided with lecture content in different formats--one with static text that contained no graphics, the other with a link to a virtual lecture. Follow-up quizzes showed no difference in learning between the two sections, yet attitudes and academic performance differed with gender. (Contains 2 figures and 1…

  3. Progressive Inquiry Learning Object Templates (PILOT)

    ERIC Educational Resources Information Center

    Poldoja, Hans; Leinonen, Teemu; Valjataga, Terje; Ellonen, Antti; Priha, Marjo

    2006-01-01

    In most cases digital learning objects are used for individual learning (reading, looking, playing, quizzes) or by teachers in their class-room or online teaching (presentations). In PILOT project we argue that learning objects should be designed and presented in a special way in order to promote truly social constructivist learning. The project…

  4. What's an Asthma Flare-Up?

    MedlinePlus

    ... Quizzes Kids' Dictionary of Medical Words En Español What Other Kids Are Reading Back-to-School Butterflies? ... Got Homework? Here's Help White House Lunch Recipes What's an Asthma Flare-Up? KidsHealth > For Kids > What's ...

  5. Knowledge of Aging and Life Satisfaction among Older Adults

    ERIC Educational Resources Information Center

    Davis, Neil C.; Friedrich, Douglas

    2004-01-01

    Four hundred young-, middle-, and old-old adults responded to a battery of quizzes dealing with life satisfaction and objective aging knowledge in the physical, psychological, and social domains. Analyses incorporated domains of aging knowledge, life satisfaction, age, gender, and demographic variables. Both means difference and regression…

  6. Supporting Student Learning: The Use of Computer-Based Formative Assessment Modules.

    ERIC Educational Resources Information Center

    Peat, Mary; Franklin, Sue

    2002-01-01

    Describes the development of a variety of computer-based assessment opportunities, both formative and summative, that are available to a large first-year biology class at the University of Sydney (Australia). Discusses online access to weekly quizzes, a mock exam, and special self-assessment modules that are beneficial to student learning.…

  7. Comparative Analysis of the Effectiveness of Oral vs. Podcasting Reviewing Techniques

    ERIC Educational Resources Information Center

    Rhoads, Misty L.

    2010-01-01

    The purpose of this study was to compare the use of podcasts to traditional delivery of information in classrooms. Four podcasts were created on the topics of asthma, diabetes, seizure disorders, and acute infections to aid students in reviewing for quizzes. Knowledge retained of students using podcasts was compared to the knowledge retained of…

  8. Pork Puzzlers.

    ERIC Educational Resources Information Center

    National Pork Producers Council, Des Moines, IA.

    Pork Puzzlers is a nutrition education activity booklet for elementary-level students. It includes word scrambles; quizzes with pictures that describe the Food Guide Pyramid; a nutrition word search; a mathematics problem that includes questions on pork; a maze that uses food clues; a letter decoding activity that focuses on a pork dinner; a meal…

  9. Assessing Student Attitudes toward Graded Readers, MReader and the MReader Challenge

    ERIC Educational Resources Information Center

    Cheetham, Catherine; Harper, Alan; Elliott, Melody; Ito, Mika

    2016-01-01

    This paper describes a pilot study conducted with English as a foreign language (EFL) students at a private university in Japan who used graded readers and the MReader website in class or independently to enhance their English reading skills. Each semester students who read 100,000 words with MReader quizzes passed enter into the "MReader…

  10. Active Learning by Play Dough Modeling in the Medical Profession

    ERIC Educational Resources Information Center

    Herur, Anita; Kolagi, Sanjeev; Chinagudi, Surekharani; Manjula, R.; Patil, Shailaja

    2011-01-01

    Active learning produces meaningful learning, improves attitudes toward learning, and increases knowledge and retention, but is still not fully institutionalized in the undergraduate sciences. A few studies have compared the effectiveness of PowerPoint presentations, student seminars, quizzes, and use of CD-ROMs with blackboard teaching and…

  11. Construction and Evaluation of Animated Teachable Agents

    ERIC Educational Resources Information Center

    Bodenheimer, Bobby; Williams, Betsy; Kramer, Mattie Ruth; Viswanath, Karun; Balachandran, Ramya; Belynne, Kadira; Biswas, Gautam

    2009-01-01

    This article describes the design decisions, technical approach, and evaluation of the animation and interface components for an agent-based system that allows learners to learn by teaching. Students learn by teaching an animated agent using a visual representation. The agent can answer questions about what she has been taught and take quizzes.…

  12. Analyzing Breadth and Depth of a Virtual Charter School's Science Curriculum

    ERIC Educational Resources Information Center

    Vick, Matthew

    2012-01-01

    This case study analyzes five science courses of a United States virtual charter school. Online quizzes and exams are provided by the corporate partner, while local teachers have selected report topics, virtual labs and at-home labs for students to complete. These assessments were coded for their correlation to the cognitive levels of the revised…

  13. Increased Course Structure Improves Performance in Introductory Biology

    ERIC Educational Resources Information Center

    Freeman, Scott; Haak, David; Wenderoth, Mary Pat

    2011-01-01

    We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are based on lecturing and a few high-risk assessments.…

  14. Collaborative Team Testing to Support Individual Learning: Can Teamwork Motivate Learning?

    ERIC Educational Resources Information Center

    Stelzer, Leigh; Coll-Reilly, Joan

    2010-01-01

    A challenge in the contemporary classroom is that many students do not prepare for class. While technology is a boon in the classroom it can often be an apathy-fostering distraction. To encourage greater student preparation a course was designed with 4 quizzes to be taken first as individuals and then as members of predetermined teams. We reasoned…

  15. Adventures in Exercise Physiology: Enhancing Problem Solving and Assessment

    ERIC Educational Resources Information Center

    FitzPatrick, Kathleen A.

    2004-01-01

    I altered the format of an exercise physiology course from traditional lecture to emphasizing daily reading quizzes and group problem-solving activities. I used the SALGains evaluation to compare the two approaches and saw significant improvements in the evaluation ratings of students who were taught using the new format. Narrative responses…

  16. SAR Aircrew--HH-3F Avionics and HH-3F Flight Preparation. ACH3AV-0442. Second Edition, Revised.

    ERIC Educational Resources Information Center

    Coast Guard Inst., Oklahoma City, OK.

    This document contains two U.S. Coast Guard self-study pamphlets that provide training in helicopter flight preparation and avionics duties. Each pamphlet consists of a number of lessons that include objectives, information illustrated with line drawings and/or photographs, and self-quizzes with answers. The avionics course covers the following…

  17. Fiction and Non-Fiction Reading and Comprehension in Preferred Books

    ERIC Educational Resources Information Center

    Topping, Keith J.

    2015-01-01

    Are the books preferred and most enjoyed by children harder than other books they read? Are non-fiction books read and understood at the same level of difficulty as fiction books? The Accelerated Reader software offers computerized comprehension quizzes of real books individually chosen by children, giving children (and teachers, librarians, and…

  18. Gladwell and Group Communication: Using "The Tipping Point" as a Supplemental Text

    ERIC Educational Resources Information Center

    Browning, Blair W.

    2011-01-01

    This article describes an activity using Malcolm Gladwell's "The Tipping Point" as a supplemental text in an undergraduate group communication course. This book will help stimulate conversation and promote easy avenues for classroom discussion. In addition to weekly quizzes over each chapter to help facilitate rich classroom discussions, the…

  19. Improving Oral Communication Skills of Students in Food Science Courses

    ERIC Educational Resources Information Center

    Reitmeier, C. A.; Svendsen, L. K.; Vrchota, D. A.

    2004-01-01

    Communication activities about food evaluation were incorporated into food preparation courses. Oral reports replaced quizzes and an oral presentation replaced the final exam. A rubric was developed to help students evaluate ingredient functions, procedures, techniques, temperatures, and sensory evaluation. Oral report scores, self-evaluations,…

  20. Self-Directed Learning in Gross Human Anatomy: Assessment Outcomes and Student Perceptions

    ERIC Educational Resources Information Center

    Smythe, Gayle; Hughes, Diane

    2008-01-01

    Speech pathology students enrolled in a lecture-based gross human anatomy program completed two out of nine topics in self-directed mode. Student performance in quizzes was compared for the two modes, and the students completed questionnaires on their perceptions of the self-directed mode of delivery. Students performed as well in the first…

  1. Brief Daily Writing Activities and Performance on Major Multiple-Choice Exams

    ERIC Educational Resources Information Center

    Turner, Haley C.; Bliss, Stacy L.; Hautau, Briana; Carroll, Erin; Jaspers, Kathryn E.; Williams, Robert L.

    2006-01-01

    Although past research indicates that giving brief quizzes, administered either regularly or randomly, may lead to improvement in students' performance on major exams, negligible research has targeted daily writing activities that require the processing of course information at a deeper level than might result from simply reading course materials…

  2. User's Guide to the Testing 1-2-3 Test Development and Delivery System.

    ERIC Educational Resources Information Center

    Edwards, Ethan A.

    Testing 1-2-3 is a general purpose testing system developed at the Computer-Based Education Research Laboratory at the University of Illinois for use on NovaNET computer-based education systems. The testing system can be used for: short, teacher-made quizzes, individualized examinations, computer managed instruction curriculum testing,…

  3. Fun and Creative Unit Assessment Ideas for All Students in Physical Education

    ERIC Educational Resources Information Center

    Fencl, Matthew J.

    2014-01-01

    Although traditional methods of assessment--such as rubrics, checklists, skill tests, and quizzes--have long been viable methods of evaluation in physical education, they may at times seem boring or overwhelming. Yet, assessment can be as fun and interesting as the activities that are taught in physical education, and can help to increase…

  4. Web-Based Computer-Aided Personalized System of Instruction

    ERIC Educational Resources Information Center

    Pear, Joseph J.; Schnerch, Gabriel J.; Silva, Kathleen M.; Svenningsen, Louis; Lambert, Jody

    2011-01-01

    In the last two decades, there has been a proliferation of Web-based course-management systems designed to facilitate postsecondary teaching (for example, WebCT, Blackboard, Desire2Learn, Moodle). In general, these systems provide analogs for delivering lectures, holding class discussions, giving quizzes and examinations (typically multiple…

  5. Textbook Technology Supplements: What are They Good for?

    ERIC Educational Resources Information Center

    Sellnow, Deanna D.; Child, Jeffrey T.; Ahlfeldt, Stephanie L.

    2005-01-01

    Technology supplements to college textbooks, such as self-guided quizzes and exercises available over the Internet, have become commonplace. The current study examined student perceptions regarding the utility of technology supplements that accompanied a public speaking fundamentals textbook. At semester's end, students reported the supplements to…

  6. Review, Revise, and (re)Release: Updating an Information Literacy Tutorial to Embed a Science Information Life Cycle

    ERIC Educational Resources Information Center

    Bussmann, Jeffra Diane; Plovnick, Caitlin E.

    2013-01-01

    In 2008, University of California, Irvine (UCI) Libraries launched their first Find Science Information online tutorial. It was an innovative web-based tool, containing not only informative content but also interactive activities, embedded hyperlinked resources, and reflective quizzes, all designed primarily to educate undergraduate science…

  7. Basic Lighting Worktext for Film and Video.

    ERIC Educational Resources Information Center

    Ferncase, Richard K.

    This worktext guides film and video students through a series of practical exercises, quizzes, and projects designed to help reinforce skills learned through applied lighting situations. The book is organized in three parts. The first part contains four chapters devoted to basic concepts: (1) "The Visible Spectrum"; (2) "Film and Exposure"; (3)…

  8. Evaluation of an Interactive Tutorial for Teaching the Central Limit Theorem.

    ERIC Educational Resources Information Center

    Aberson, Christopher L.; Berger, Dale E.; Healy, Michael R.; Kyle, Diana J.; Romero, Victoria L.

    2000-01-01

    Evaluates an interactive, Web-based tutorial that helps students learn about sampling distribution. 111 students enrolled in statistics or research methods courses used either the tutorial or attended a lecture/demonstration. Indicates through pre- and post-test quizzes both groups learned comparable amounts and reveals students' ratings of both…

  9. Economics and Entrepreneurship: Student Activities. Master Curriculum Guide.

    ERIC Educational Resources Information Center

    National Council on Economic Education, New York, NY.

    Correlated to the Economics and Entrepreneurship Teaching Strategies Master Curriculum Guide, this book features 66 student activities, case studies, comprehension quizzes, and lessons related to economic concepts. Designed for high school students of economics, social studies, and business education, this curriculum guide combines study of basic…

  10. Evaluating the Usability and Accessibility of LMS "Blackboard" at King Saud University

    ERIC Educational Resources Information Center

    Alturki, Uthman T.; Aldraiweesh, Ahmed; Kinshuck

    2016-01-01

    King Saud University is in the process of adopting and implementing the interactive Blackboard Learning Management Systems (LMSs) with features that allow members of staff and teachers from different faculties to access, upload assignments, send quizzes, download content, and evaluate the academic progress of the members of faculty. However, many…

  11. Learning to Teach Young People How to Think Historically: A Case Study of One Student Teacher's Experience

    ERIC Educational Resources Information Center

    Mayer, Robert H.

    2006-01-01

    Twenty years ago, John Goodlad (1984) produced a troubling image of the social studies classroom. The primary activities for students in those classes included "listening, reading textbooks, completing workbooks and worksheets, and taking quizzes" (213). Despite many endeavors over the years to uplift the teaching of history, including the writing…

  12. The Sentence Fairy: A Natural-Language Generation System to Support Children's Essay Writing

    ERIC Educational Resources Information Center

    Harbusch, Karin; Itsova, Gergana; Koch, Ulrich; Kuhner, Christine

    2008-01-01

    We built an NLP system implementing a "virtual writing conference" for elementary-school children, with German as the target language. Currently, state-of-the-art computer support for writing tasks is restricted to multiple-choice questions or quizzes because automatic parsing of the often ambiguous and fragmentary texts produced by pupils…

  13. Computing Accurate Grammatical Feedback in a Virtual Writing Conference for German-Speaking Elementary-School Children: An Approach Based on Natural Language Generation

    ERIC Educational Resources Information Center

    Harbusch, Karin; Itsova, Gergana; Koch, Ulrich; Kuhner, Christine

    2009-01-01

    We built a natural language processing (NLP) system implementing a "virtual writing conference" for elementary-school children, with German as the target language. Currently, state-of-the-art computer support for writing tasks is restricted to multiple-choice questions or quizzes because automatic parsing of the often ambiguous and fragmentary…

  14. Development and Evaluation of Computerized Problem-based Learning Cases Emphasizing Basic Sciences Concepts.

    ERIC Educational Resources Information Center

    Abate, Marie A.; Meyer-Stout, Paula J.; Stamatakis, Mary K.; Gannett, Peter M.; Dunsworth, Teresa S.; Nardi, Anne H.

    2000-01-01

    Describes development and evaluation of eight computerized problem-based learning (PBL) cases in medicinal chemistry and pharmaceutics concepts. Case versions either incorporated concept maps emphasizing key ideas or did not. Student performance on quizzes did not differ between the different case versions and was similar to that of students who…

  15. Interactive Videodisc as a Component in a Multi-Method Approach to Anatomy and Physiology.

    ERIC Educational Resources Information Center

    Wheeler, Donald A.; Wheeler, Mary Jane

    At Cuyahoga Community College (Ohio), computer-controlled interactive videodisc technology is being used as one of several instructional methods to teach anatomy and physiology. The system has the following features: audio-visual instruction, interaction with immediate feedback, self-pacing, fill-in-the-blank quizzes for testing total recall,…

  16. Healthy Games and Teasers. An INMED Activity Book.

    ERIC Educational Resources Information Center

    Ripley, David; And Others

    Indians into Medicine (INMED) provides academic, financial, and personal support for Indian college and professional students training for health careers, and supports summer enrichment sessions beginning in junior high school. This INMED activity book contains puzzles, coloring pages, quizzes, and facts about health and the human body. Topics…

  17. Whole Language Discovery Activities for the Primary Grades.

    ERIC Educational Resources Information Center

    Riley, Margaret C.; Coe, Donna L.

    For the K-3 teacher, this book presents hundreds of ready-to-use individual and group activities for developing reading, writing, listening, and speaking skills, all correlated with other curriculum areas and organized into nine monthly sections. The book includes teaching strategies, individual and group games, activity sheets, quizzes, writing…

  18. Expanding Academic Vocabulary with an Interactive On-Line Database

    ERIC Educational Resources Information Center

    Horst, Marlise; Cobb, Tom; Nicolae, Ioana

    2005-01-01

    University students used a set of existing and purpose-built on-line tools for vocabulary learning in an experimental ESL course. The resources included concordance, dictionary, cloze-builder, hypertext, and a database with interactive self-quizzing feature (all freely available at www.lextutor.ca). The vocabulary targeted for learning consisted…

  19. Interpersonal Skills Training in a Dental Setting: A Group Interaction Approach.

    ERIC Educational Resources Information Center

    Eigenbrode, Charles R.

    1983-01-01

    General curriculum emphases on behavioral science in the first- and second-year dental curriculum culminate in a course on doctor-patient relationships, preparatory to clinic activity. The course includes discussion and essay quizzes about videotape recordings of typical doctor-patient encounters. Topics and issues included are outlined. (MSE)

  20. Radiological Defense Officer. Student Workbook.

    ERIC Educational Resources Information Center

    Defense Civil Preparedness Agency (DOD), Washington, DC.

    This student workbook includes the necessary administrative materials, briefs, exercises and answer sheets for the quizzes and final course examination as needed by the students during the conduct of the Radiological Defense Officer course. Among the briefs included are the following: (1) Reporting Forms; (2) Forecasting Dose Rates; (3) Dose…

  1. The Influence of Attitudes about Weight

    ERIC Educational Resources Information Center

    Journal of Physical Education, Recreation & Dance (JOPERD), 2005

    2005-01-01

    Obesity stereotypes and anti fat attitudes influence the social behavior of middle school students according to a study presented last June at the annual meeting of the American College of Sports Medicine (ACSM). Using a series of questionnaires and fat and thin silhouette figures, the researchers quizzed 176 boys and 141 girls between the ages of…

  2. Geocaching Is Catching Students' Attention in the Classroom

    ERIC Educational Resources Information Center

    Lisenbee, Peggy; Hallman, Christine; Landry, Debbie

    2015-01-01

    Geocaching is an inquiry-based activity encouraging creativity, active learning, and real-world problem solving. As such, it is an educational opportunity for students in all grade levels. Educators benefit by observing students using higher-order thinking instead of rote learning offered by using traditional worksheets, tests, or quizzes. Also,…

  3. Leading Learning in Our Times

    ERIC Educational Resources Information Center

    Trilling, Bernie

    2010-01-01

    Important tools that schools need to support a 21st century approach to teaching and learning include the usual suspects: the Internet, pen and paper, cell phones, educational games, tests and quizzes, good teachers, caring communities, educational funding, and loving parents. All of these items and more contribute to a 21st century education, but…

  4. Self-Pacing in a Personalized Psychology Course: Letting Students Set the Deadlines.

    ERIC Educational Resources Information Center

    Roberts, M. Susan; And Others

    1988-01-01

    Describes two studies which evaluated procedures supplemental to instructor-set and student-set deadlines in a self-paced psychology course. One procedure required students to report their progress on quizzes, while the other required them to meet all deadlines. Concludes that both measures reduced procrastination through increased pacing rates…

  5. Gendered Responses to Online Homework Use in General Chemistry

    ERIC Educational Resources Information Center

    Richards-Babb, Michelle; Jackson, Jennifer Kasi

    2011-01-01

    Online homework assignments have been shown to enhance student performance. Our research on gendered responses to these assignments adds new and useful information. We investigated differences between male and female students' responses to online homework in large-enrollment general chemistry courses. Replacing in class quizzes with online…

  6. Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information.

    PubMed

    Dobson, John L

    2013-06-01

    Although a great deal of empirical evidence has indicated that retrieval practice is an effective means of promoting learning and memory, very few studies have investigated the strategy in the context of an actual class. The primary purpose of this study was to determine if a series of very brief retrieval quizzes could significantly improve the retention of previously tested information throughout an anatomy and physiology course. A second purpose was to determine if there were any significant differences between expanding and uniform patterns of retrieval that followed a standardized initial retrieval delay. Anatomy and physiology students were assigned to either a control group or groups that were repeatedly prompted to retrieve a subset of previously tested course information via a series of quizzes that were administered on either an expanding or a uniform schedule. Each retrieval group completed a total of 10 retrieval quizzes, and the series of quizzes required (only) a total of 2 h to complete. Final retention of the exam subset material was assessed during the last week of the semester. There were no significant differences between the expanding and uniform retrieval groups, but both retained an average of 41% more of the subset material than did the control group (ANOVA, F = 129.8, P = 0.00, ηp(2) = 0.36). In conclusion, retrieval practice is a highly efficient and effective strategy for enhancing the retention of anatomy and physiology material.

  7. The Echo of a Classroom.

    ERIC Educational Resources Information Center

    Holt, Ivin L.

    1981-01-01

    Describes a system using a microcomputer and student response pad which obtains and records individual student reactions during a given classroom situation. The system can be used during tests, quizzes, lectures, discussions, and student presentations with the data bank available for immediate feedback. (SK)

  8. Reducing the Risk: Building Skills To Prevent Pregnancy. Student Workbook.

    ERIC Educational Resources Information Center

    Barth, Richard P.

    This document is a student workbook for a program which focuses on ways to prevent teenage pregnancy by teaching and practicing the interpersonal skills necessary to help teenagers abstain or utilize effective contraception methods. It includes worksheets, homework assignments, role plays, quizzes, handouts, and forms to be used in conjunction…

  9. You are Pregnant! Food for Two. Workbook 3.

    ERIC Educational Resources Information Center

    Dohrmann, Harriet

    This workbook is designed for use by girls enrolled in special classes for pregnant minors in high school. Through experiments and quizzes, it teaches the girls about food values, balanced meals, calories, and nutrition; and instructs the girls, through examples, what they should and should not eat to keep themselves healthy throughout their…

  10. Retrieval Practice Is an Efficient Method of Enhancing the Retention of Anatomy and Physiology Information

    ERIC Educational Resources Information Center

    Dobson, John L.

    2013-01-01

    Although a great deal of empirical evidence has indicated that retrieval practice is an effective means of promoting learning and memory, very few studies have investigated the strategy in the context of an actual class. The primary purpose of this study was to determine if a series of very brief retrieval quizzes could significantly improve the…

  11. The Crossword Puzzle as a Teaching Examination Tool.

    ERIC Educational Resources Information Center

    Borcher, Glenda; And Others

    1994-01-01

    Animal science students (n=107) answered questions in both crossword puzzle and fill-in-the-blank format; 41 students in another study received either format as weekly review/quizzes. Students answered more questions correctly with crossword puzzles and enjoyed the challenge, although they appeared more willing to attempt answers with the fill-in…

  12. Student Response Systems in the College Classroom: An Investigation of Short-Term, Intermediate, and Long-Term Recall of Facts

    ERIC Educational Resources Information Center

    Blood, Erika

    2012-01-01

    The effects of student response system (SRS) use during lecture-style instruction on short-term, intermediate, and long-term retention of facts was investigated in an undergraduate teacher preparation course. Participants were undergraduate students enrolled in a special education initial certification program. Student performance on quizzes and…

  13. Enhancing Student Preparedness for Class through Course Preparation Assignments: Preliminary Evidence from the Classroom

    ERIC Educational Resources Information Center

    Ewell, William Henry; Rodgers, Robert R.

    2014-01-01

    Student preparation for class is an integral part of the college learning experience. In order to incentivize student preparation outside class, professors have employed such techniques as reflection papers, quizzes, and group discussion, to name but a few. This article explores the benefits of using a technique known as "course preparation…

  14. Online Homework, Help or Hindrance? What Students Think and How They Perform

    ERIC Educational Resources Information Center

    Richards-Babb, Michelle; Drelick, Janice; Henry, Zachary; Robertson-Honecker, Jennifer

    2011-01-01

    To improve students' retention rates in general chemistry, online homework was introduced into our curriculum. Replacing quizzes directly by online homework significantly improved (p less than 0.0005) success rates in second-term general chemistry. Attitudinal Likert survey results indicate that the majority of students completed the online…

  15. Your Money Matters. A Self-Study Program for Consumers.

    ERIC Educational Resources Information Center

    Matejic, Denise M.

    This consumer's (or student's) guide for a home-study money management curriculum is divided into five units of study: (1) financial planning; (2) coping with credit; (3) protection through life insurance; (4) financial aspects of housing; and (5) making your money grow. Each unit contains fact sheets, charts, and quizzes. The fact sheets in unit…

  16. Linking Research to Practice within a Secondary Teacher Preparation Program.

    ERIC Educational Resources Information Center

    Miller, Susan Peterson; Perkins, Peggy; Suzuki, Caryl; Odell, Sandra; McKinney, Marilyn

    2002-01-01

    Examines the influence of 2 teaching routines (Concept Anchoring and Concept Comparison) taught to 12 teaching interns in a university general-methods course on urban high school students' learning evaluated by intern-constructed content quizzes. Half of the interns used the routines; the other half used lectures. Finds no differences in student…

  17. Developing Security Education and Awareness Programs.

    ERIC Educational Resources Information Center

    Payne, Shirley

    2003-01-01

    Discusses how to develop effective security education and awareness programs to help the wide and varied groups of people on campuses understand their role in campus security, examining: target audiences (e.g., students, parents, faculty, researchers, and administrators); effective delivery methods (e.g., online quizzes, handbooks, and videos);…

  18. The Lesson Plan: Revisited.

    ERIC Educational Resources Information Center

    Andersen, Hans O.

    1988-01-01

    Discussed is the preparation of a lesson plan. The lesson objectives, prerequisite concepts, materials and preparation, lesson, and quizzes are described. The evaluation criteria of the lesson plan is suggested. Provided is an example of lesson plan on guard cells. (YP)

  19. Teaching a New Method of Partial Fraction Decomposition to Senior Secondary Students: Results and Analysis from a Pilot Study

    ERIC Educational Resources Information Center

    Man, Yiu-Kwong; Leung, Allen

    2012-01-01

    In this paper, we introduce a new approach to compute the partial fraction decompositions of rational functions and describe the results of its trials at three secondary schools in Hong Kong. The data were collected via quizzes, questionnaire and interviews. In general, according to the responses from the teachers and students concerned, this new…

  20. Plasticity: The Online Learning Environment's Potential to Support Varied Learning Styles and Approaches

    ERIC Educational Resources Information Center

    Greener, Susan L.

    2010-01-01

    Purpose: "I can't do online learning". This is a surprisingly common response from professional postgraduate students who have a narrow view of what online learning might comprise. Images of screen-gazing at mega-bytes of text or childish multi-choice quizzes on CD-ROMs have encouraged strange reactionary responses from many otherwise engaged…

  1. Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

    ERIC Educational Resources Information Center

    Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

    2016-01-01

    A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment "StudentResearcher," which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum…

  2. Teaching Techniques: Give or Take? Test Review in the ESL/EFL Classroom

    ERIC Educational Resources Information Center

    Mermelstein, Aaron David

    2016-01-01

    This article describes "Give or Take?", a fun game that teachers can use to review vocabulary in the English as a second language or foreign language (ESL/EFL) classroom. This game is easy to prepare, and it is a fun and efficient way to review for quizzes or larger midterm or final exams. It can be adapted to almost any grade level or…

  3. From Cloud to Mobile: Drawing down Big Info into Little Apps

    ERIC Educational Resources Information Center

    Herther, Nancy K.

    2011-01-01

    With the release of Google's App Inventor for Android, though still officially in beta, the company sought to make app development "simple but powerful" so that teachers could create study tips and quizzes, anyone could create geographic information systems (GIS) to help people find their way to some destination, and people could communicate over…

  4. An Evaluation of Computer-Managed Education Technology at New York City Community College.

    ERIC Educational Resources Information Center

    Chitayat, Linda

    The Computer-Managed Education Technology (COMET) program was designed to improve group instruction through the use of technological aids in the classroom. Specific objectives included: (1) improving feedback on student comprehension during a class period; (2) facilitating the administration and grading of homework and quizzes; (3) providing for…

  5. A PROJECT TO IMPROVE LEARNING IN CHEMISTRY AT EL CAMINO COLLEGE BY INTRODUCING CHEM STUDY FILMS IN THE EIGHT MILLIMETER CARTRIDGE FORM FOR OUT-OF-CLASS USE BY STUDENTS.

    ERIC Educational Resources Information Center

    KALLAN, LEO E.; MOONEY, WILLIAM T., JR.

    THE USE OF SIX 16-MILLIMETER FILMS IN CHEMISTRY CLASSES WAS SUPPLEMENTED BY PURCHASE OF THEIR 8-MILLIMETER CARTRIDGE VERSIONS AND PROJECTION EQUIPMENT TO ENABLE STUDENTS TO VIEW THE FILMS AS AN INDEPENDENT STUDY PROCEDURE. STUDY GUIDES, QUIZZES AND EVALUATION FORMS WERE PREPARED FOR USE BY INDIVIDUAL STUDENTS. TOTAL COST FOR THE PROJECT WAS…

  6. HI-TIE: The University, the High School, and Engineering

    ERIC Educational Resources Information Center

    Ward, Robert C.; Maxwell, Lee M.

    1975-01-01

    Describes four years experience at Colorado State University with courses introducing high school students to engineering, including a Fortran IV computer programming course in which tapings of actual campus classroom sessions, supplemented with homework assignments, class roles, quizzes, and examinations were used. Benefits of the transitional…

  7. An Integrated Approach to Preempt Cheating on Asynchronous, Objective, Online Assessments in Graduate Business Classes

    ERIC Educational Resources Information Center

    Sullivan, Daniel P.

    2016-01-01

    Cheating, left untended, erodes the validity of evaluation and, ultimately, corrupts the legitimacy of a course. We profile an approach to manage, with an eye toward preempting, cheating on asynchronous, objective, online quizzes. This approach taps various technological and social solutions to academic dishonesty, integrating them into a…

  8. JavaScript: Convenient Interactivity for the Class Web Page.

    ERIC Educational Resources Information Center

    Gray, Patricia

    This paper shows how JavaScript can be used within HTML pages to add interactive review sessions and quizzes incorporating graphics and sound files. JavaScript has the advantage of providing basic interactive functions without the use of separate software applications and players. Because it can be part of a standard HTML page, it is…

  9. ONCE UPON A TIME IN AMERICA: INTERACTIVE NUTRITION EVALUATION

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Once Upon a Time in America (OUTIA) is an evaluation tool in which fourth and fifth grades can have fun while demonstrating personal nutrition knowledge and behavior and participating in game quizzes on food history and other social science concepts. The impact of nutrition education lessons can be ...

  10. Formative Assessment Probes: With a Purpose

    ERIC Educational Resources Information Center

    Keeley, Page

    2011-01-01

    The first thing that comes to mind for many teachers when they think of assessment is testing, quizzes, performance tasks, and other summative forms used for grading purposes. Such assessment practices represent only a fraction of the kinds of assessment that occur on an ongoing basis in an effective science classroom. Formative assessment is a…

  11. Pilot Studies of In-Course Assessment for a Revised Medical Curriculum: II. Computer-Based, Individual.

    ERIC Educational Resources Information Center

    Miller, Andrew P.; Haden, Patricia; Schwartz, Peter L.; Loten, Ernest G.

    1997-01-01

    A study investigated a computer-based testing method in an anatomic pathology course within a new, modular, systems-oriented medical curriculum at the University of Otago (New Zealand). Students (n=193) completed five biweekly criterion-referenced, computer-based quizzes incorporating digitized photographs and varied question formats. Results…

  12. Pilot Studies of In-Course Assessment for a Revised Medical Curriculum: I. Paper-Based, Whole Class.

    ERIC Educational Resources Information Center

    Schwartz, Peter L.; Loten, Ernest G.; Miller, Andrew P.

    1997-01-01

    A study examined a paper-based method of testing in a clinical biochemistry course, part of a new modular, systems-oriented medical curriculum at the University of Otago (New Zealand). The method of assessment was found easy to administer, and students valued the quizzes as a stimulus to study and as feedback. (Author/MSE)

  13. Who Lives on the Other Side of that Boundary: A Model of Geographic Thinking

    ERIC Educational Resources Information Center

    Schmidt, Sandra J.

    2011-01-01

    As a geography educator, it is hard to miss geography's bad rap. There is no shortage of stories and quizzes that show just how bad Americans are at geography and, by implication, how bad geography teachers are. What the public means when they say Americans don't know geography is that people cannot pinpoint countries/states on a map, cannot name…

  14. Testing to Enhance Retention in Human Anatomy

    ERIC Educational Resources Information Center

    Logan, Jessica M.; Thompson, Andrew J.; Marshak, David W.

    2011-01-01

    Recent work in cognitive psychology has shown that repeatedly testing one's knowledge is a powerful learning aid and provides substantial benefits for retention of the material. To apply this in a human anatomy course for medical students, 39 fill-in-the-blank quizzes of about 50 questions each, one for each region of the body, and four about the…

  15. Teaching to the Test…or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding

    ERIC Educational Resources Information Center

    Jensen, Jamie L.; McDaniel, Mark A.; Woodard, Steven M.; Kummer, Tyler A.

    2014-01-01

    In order to test the effect of exam-question level on fostering student conceptual understanding, low-level and high-level quizzes and exams were administered in two sections of an introductory biology course. Each section was taught in a high-level inquiry based style but was assigned either low-level questions (memory oriented) on the quizzes…

  16. Dancing with Words: Helping Students Love Language through Authentic Vocabulary Instruction.

    ERIC Educational Resources Information Center

    Michaels, Judith Rowe

    This book argues for a deeper, richer view of vocabulary than the standard images conjured up by that word--worksheets, weekly quizzes, and anxieties about standardized test scores. The book invites teachers and students to experience "the music of words," words in isolation and in juxtapositions, and urges them to bring their own life experiences…

  17. "Visit to a Small Planet": Junior High English.

    ERIC Educational Resources Information Center

    South Bend Community School Corp., IN.

    This junior high school study guide supplements Gore Vidal's "Visit to a Small Planet." Included are quizzes (with answer keys) and teaching suggestions on the presentation of the opus, oral reports, reading comprehension, various acts of the play, vocabulary and word analysis, sentence patterns and tranformations, language usage, composition,…

  18. A Comparative Evaluation of E-Learning and Traditional Pedagogical Process Elements

    ERIC Educational Resources Information Center

    Vavpotic, Damjan; Zvanut, Bostjan; Trobec, Irena

    2013-01-01

    In modern pedagogical processes various teaching methods and approaches (elements of the pedagogical process -- EPPs) are used ranging from traditional ones (e.g., lectures, books) to more recent ones (e.g., e-discussion boards, e-quizzes). Different models for evaluation of the appropriateness of EPPs have been proposed in the past. However, the…

  19. The Ability of High School Chemistry Students to Solve Computational Problems Requiring Proportional Reasoning as Affected by Item In-Task Variables.

    ERIC Educational Resources Information Center

    Falls, Timothy H.; Voss, Burton

    This research study was conducted to investigate the interactions of specific student aptitudes with their ability to solve chemistry problems of varying structure and information. Fourteen classroom quizzes were validated and a number of in-task variables were identified for analysis. These variables included: the nature of information given…

  20. Design Patterns for Digital Item Types in Higher Education

    ERIC Educational Resources Information Center

    Draaijer, S.; Hartog, R. J. M.

    2007-01-01

    A set of design patterns for digital item types has been developed in response to challenges identified in various projects by teachers in higher education. The goal of the projects in question was to design and develop formative and summative tests, and to develop interactive learning material in the form of quizzes. The subject domains involved…

  1. Students' Perceptions of Academic Dishonesty in the Chemistry Classroom Laboratory

    ERIC Educational Resources Information Center

    Del Carlo, Dawn I.; Bodner, George M.

    2004-01-01

    Although the literature on both academic dishonesty and scientific misconduct is extensive, research on academic dishonesty has focused on quizzes, exams, and papers, with the virtual exclusion of the classroom laboratory. This study examined the distinctions undergraduate chemistry majors made between academic dishonesty in the classroom…

  2. An Investigation of the Impact of an Intervention to Reduce Academic Procrastination Using Short Message Service (SMS) Technology

    ERIC Educational Resources Information Center

    Davis, Darrel R.; Abbitt, Jason T.

    2013-01-01

    This mixed-method pilot study investigated the impact of a custom Short Message Service (SMS) reminder system developed to help students reduce procrastination and increase performance on weekly content-related quizzes in a high-enrollment hybrid online course. Text message reminders were sent to three students with high procrastination and low…

  3. Get Answers: Using Student Response Systems to See Students' Thinking

    ERIC Educational Resources Information Center

    Johnson, David; McLeod, Scott

    2005-01-01

    Imagine if teachers could view their students' thinking, like peeking inside a pot of cooking stew to see if it is done. Wouldn't it be nice if they could know what their students were learning, while they were teaching them? Most teachers use a variety of classroom techniques to understand what their students know and can do. Tests, quizzes,…

  4. Fiscal Officer Training, 1999-2000. Participant's Guide.

    ERIC Educational Resources Information Center

    Department of Education, Washington, DC.

    This guide is intended for use by participants (college fiscal officers, business officers, bursars, loan managers, etc.) in a two-day workshop on Title IV of the reauthorized Higher Education Act. The guide includes copies of the visual displays used in the workshop, space for individual notes, sample forms, sample computer screens, quizzes, and…

  5. Determinants of Student Attitudes toward Team Exams

    ERIC Educational Resources Information Center

    Reinig, Bruce A.; Horowitz, Ira; Whittenburg, Gene

    2014-01-01

    We examine how student attitudes toward their group, learning method, and perceived development of professional skills are initially shaped and subsequently evolve through multiple uses of team exams. Using a Tobit regression model to analyse a sequence of 10 team quizzes given in a graduate-level tax accounting course, we show that there is an…

  6. Solving Differential Equations Analytically. Elementary Differential Equations. Modules and Monographs in Undergraduate Mathematics and Its Applications Project. UMAP Unit 335.

    ERIC Educational Resources Information Center

    Goldston, J. W.

    This unit introduces analytic solutions of ordinary differential equations. The objective is to enable the student to decide whether a given function solves a given differential equation. Examples of problems from biology and chemistry are covered. Problem sets, quizzes, and a model exam are included, and answers to all items are provided. The…

  7. A Rubric for Assessing a Student's Ability to Use the Light Microscope

    ERIC Educational Resources Information Center

    Fitch, Greg K.

    2007-01-01

    All teachers do assessments. Biology teachers, by grading exams, quizzes, papers, and lab reports, assess mostly "knowledge." An important part of being a modern biologist, however, is the ability to perform certain technical or manual skills (known in the trade as "techniques") such as running gels, pipetting, recording from excitable cells with…

  8. One Quiz File, Several Modes of Delivery

    ERIC Educational Resources Information Center

    Herbert, John C.

    2012-01-01

    This report offers online course designers, particularly those keen on using Moodle CMSs, a means of diversifying accessibility to their educational materials via multiple modes of delivery that do not require the creation of numerous files and formats for just one activity. The author has made contributions to the development of an open source…

  9. What Was His Name? A Historical Quiz

    PubMed Central

    Livingston, Michael

    1980-01-01

    In this paper, the reader is given a number of clues as to the identity of a country doctor who made unique contributions to medicine and science which still affect our daily practice and living. The paper also hints at our current responsibility to provide some foundation to the presently termed specialty of family practice. PMID:21293707

  10. Quiz: Test Your Skin Cancer IQ

    MedlinePlus

    ... of skin is usually the first step in skin cancer treatment and may have already occurred in the process ... Skin Cancer" Articles Skin Cancer Can Strike Anyone / Skin Cancer: Biology, Risk Factors & Treatment / Timely Healthcare Checkup Catches Melanoma Early / NIH Research ...

  11. Concussions: What Do You Know? (Quiz)

    MedlinePlus

    ... Anyone can get a concussion (unless they live in a bubble!). So it helps to know what to look for and what to do. Test your ... THIS TOPIC Dealing With Sports Injuries Concussions: What to Do Brain and Nervous ...

  12. Collaborative Quiz Game Developed with Epik

    ERIC Educational Resources Information Center

    Sampaio, Bruno; Morgado, Carmen; Barbosa, Fernanda

    2012-01-01

    Games are currently being used by an increasing number of people, of different ages and in different contexts. Usually, they provide fun ways of interaction, collaboration, and competition among players. These aspects may be very important in an educational context, since many research studies confirm that games have many positive effects on…

  13. Quiz Time in the Classroom: Spelling Bee.

    ERIC Educational Resources Information Center

    Fox, Annie

    1982-01-01

    "Spelling Bee" is a computer program (Applesoft Basic), suitable for grades K-3, consisting of several "modes" and 11 units of spelling words. "Modes" include Demonstration (teacher preview of lessons), Learning Management (test preparation), Tutorial (student practice), and Drill (spelling test, which can be designed to meet individual student…

  14. An assessment of student experiences and learning based on a novel undergraduate e-learning resource.

    PubMed

    Mehta, S; Clarke, F; Fleming, P S

    2016-08-12

    Purpose/objectives The aims of this study were to describe the development of a novel e-learning resource and to assess its impact on student learning experiences and orthodontic knowledge.Methods Thirty-two 4th year dental undergraduate students at Queen Mary University of London were randomly allocated to receive electronic access to e-learning material covering various undergraduate orthodontic topics over a 6-week period. Thirty-one control students were not given access during the study period. All students were asked to complete electronic quizzes both before (T0) and after (T1) the study period and a general questionnaire concerning familiarity with e-learning. The test group also completed a user satisfaction questionnaire at T1. Two focus groups were also undertaken to explore learners' experiences and suggestions in relation to the resource.Results The mean quiz result improved by 3.9% and 4.5% in the control and test groups, respectively. An independent t-test, however, demonstrated a lack of statistical significance in knowledge gain between control and test groups (P = 0.941). The qualitative feedback indicated that students believed that use of the resource enhanced knowledge and basic understanding with students expressing a wish to ingrain similar resources in other areas of undergraduate teaching.Conclusions Use of the novel orthodontic e-resource by 4th year undergraduate students over a 6-week period did not result in a significant improvement in subject knowledge. However, the e-learning has proven popular among undergraduates and the resources will continue to be refined. PMID:27514348

  15. An assessment of student experiences and learning based on a novel undergraduate e-learning resource.

    PubMed

    Mehta, S; Clarke, F; Fleming, P S

    2016-08-12

    Purpose/objectives The aims of this study were to describe the development of a novel e-learning resource and to assess its impact on student learning experiences and orthodontic knowledge.Methods Thirty-two 4th year dental undergraduate students at Queen Mary University of London were randomly allocated to receive electronic access to e-learning material covering various undergraduate orthodontic topics over a 6-week period. Thirty-one control students were not given access during the study period. All students were asked to complete electronic quizzes both before (T0) and after (T1) the study period and a general questionnaire concerning familiarity with e-learning. The test group also completed a user satisfaction questionnaire at T1. Two focus groups were also undertaken to explore learners' experiences and suggestions in relation to the resource.Results The mean quiz result improved by 3.9% and 4.5% in the control and test groups, respectively. An independent t-test, however, demonstrated a lack of statistical significance in knowledge gain between control and test groups (P = 0.941). The qualitative feedback indicated that students believed that use of the resource enhanced knowledge and basic understanding with students expressing a wish to ingrain similar resources in other areas of undergraduate teaching.Conclusions Use of the novel orthodontic e-resource by 4th year undergraduate students over a 6-week period did not result in a significant improvement in subject knowledge. However, the e-learning has proven popular among undergraduates and the resources will continue to be refined.

  16. Effect of a Cognitive Aid on Adherence to Perioperative Assessment and Management Guidelines for the Cardiac Evaluation of Non-Cardiac Surgical Patients

    PubMed Central

    Bridges, Kathryn H; Stiegler, Marjorie P; Schell, Randall M; DiLorenzo, Amy N; Ehrenfeld, Jesse M; Nietert, Paul J; McEvoy, Matthew D

    2014-01-01

    BACKGROUND The 2007 American College of Cardiologists/American Heart Association Guidelines on Perioperative Cardiac Evaluation and Care for Noncardiac Surgery is the standard for perioperative cardiac evaluation. Recent work has shown residents and anesthesiologists do not apply these guidelines when tested. This research hypothesized that a decision support tool would improve adherence to this consensus guideline. METHODS Anesthesiology residents at 4 training programs participated in an unblinded prospective randomized cross-over trial in which they completed two tests covering clinical scenarios. One quiz was completed from memory and one with the aid of an electronic decision support tool. Performance was evaluated by overall score (% correct), number of incorrect answers with possibly increased cost or risk of care, and the amount of time required to complete the quizzes both with and without the cognitive aid. The primary outcome was the proportion of correct responses attributable to the use of the decision support tool. RESULTS All anesthesiology residents at four institutions were recruited and 111 residents participated. Use of the decision support tool resulted in a 25% improvement in adherence to guidelines compared to memory alone (p<0.0001), and participants made 77% fewer incorrect responses that would have resulted in increased costs. Use of the tool was associated with a 3.4-minute increase in time to complete the test (p<0.001). CONCLUSIONS Use of an electronic decision support tool significantly improved adherence to the guidelines as compared to memory alone. The decision support tool also prevented inappropriate management steps possibly associated with increased healthcare costs. PMID:24705442

  17. Approved Instructional Resources Series: A National Initiative to Identify Quality Emergency Medicine Blog and Podcast Content for Resident Education.

    PubMed

    Lin, Michelle; Joshi, Nikita; Grock, Andrew; Swaminathan, Anand; Morley, Eric J; Branzetti, Jeremy; Taira, Taku; Ankel, Felix; Yarris, Lalena M

    2016-05-01

    Background Emergency medicine (EM) residency programs can provide up to 20% of their planned didactic experiences asynchronously through the Individualized Interactive Instruction (III) initiative. Although blogs and podcasts provide potential material for III content, programs often struggle with identifying quality online content. Objective To develop and implement a process to curate quality EM content on blogs and podcasts for resident education and III credit. Methods We developed the Approved Instructional Resources (AIR) Series on the Academic Life in Emergency Medicine website. Monthly, an editorial board identifies, peer reviews, and writes assessment questions for high-quality blog/podcast content. Eight educators rate each post using a standardized scoring instrument. Posts scoring ≥ 30 of 35 points are awarded an AIR badge and featured in the series. Enrolled residents can complete an assessment quiz for III credit. After 12 months of implementation, we report on program feasibility, enrollment rate, web analytics, and resident satisfaction scores. Results As of June 2015, 65 EM residency programs are enrolled in the AIR Series, and 2140 AIR quizzes have been completed. A total of 96% (2064 of 2140) of participants agree or strongly agree that the activity would improve their clinical competency, 98% (2098 of 2140) plan to use the AIR Series for III credit, and 97% (2077 of 2140) plan to use it again in the future. Conclusions The AIR Series is a national asynchronous EM curriculum featuring quality blogs and podcasts. It uses a national expert panel and novel scoring instrument to peer review web-based educational resources. PMID:27168891

  18. An Electrifying Quiz! Constructing a Printed-Circuit Board Quiz Game

    ERIC Educational Resources Information Center

    Calhoun, Michael J.

    2005-01-01

    Laptop computers, cell phones and the Apple iPod all contain transistors, IC chips, capacitors, and other electronic components. To the general public--and especially students in upper elementary and middle school grades--these components are most often very mysterious items. Yet, it is at elementary and middle school levels that scientists and…

  19. Using Web-Based Key Character and Classification Instruction for Teaching Undergraduate Students Insect Identification

    NASA Astrophysics Data System (ADS)

    Golick, Douglas A.; Heng-Moss, Tiffany M.; Steckelberg, Allen L.; Brooks, David. W.; Higley, Leon G.; Fowler, David

    2013-08-01

    The purpose of the study was to determine whether undergraduate students receiving web-based instruction based on traditional, key character, or classification instruction differed in their performance of insect identification tasks. All groups showed a significant improvement in insect identifications on pre- and post-two-dimensional picture specimen quizzes. The study also determined student performance on insect identification tasks was not as good as for family-level identification as compared to broader insect orders and arthropod classification identification tasks. Finally, students erred significantly more by misidentification than misspelling specimen names on prepared specimen quizzes. Results of this study support that short web-based insect identification exercises can improve insect identification performance. Also included is a discussion of how these results can be used in teaching and future research on biological identification.

  20. The Future of Web Maps in Next Generation Textbooks

    NASA Astrophysics Data System (ADS)

    DiBiase, D.; Prasad, S.

    2014-12-01

    The reformation of the "Object Formerly Known as Textbook" (coined by the Chronicle of Higher Education) toward a digital future is underway. Emerging nextgen texts look less like electronic books ("ebooks") and more like online courseware. In addition to text and illustrations, nextgen textbooks for STEM subjects are likely to combine quizzes, grade management tools, support for social learning, and interactive media including web maps. Web maps are interactive, multi-scale, online maps that enable teachers and learners to explore, interrogate, and mash up the wide variety of map layers available in the cloud. This presentation will show how web maps coupled with interactive quizzes enable students' purposeful explorations and interpretations of spatial patterns related to humankind's interactions with the earth. Attendees will also learn about Esri's offer to donate ArcGIS Online web mapping subscriptions to every U.S. school as part of the President Obama's ConnectED initiative.

  1. Development of interactive patient-based multimedia computer programs in veterinary orthopedic radiology.

    PubMed

    Kraft, S L; Hoskinson, J J; Mussman, J M; Michaels, W E; McLaughlin, R; Gaughan, E M; Roush, J K

    1998-01-01

    Three computerized multimedia programs on large and small animal veterinary orthopedic radiology were developed and implemented for the radiology curriculum as an alternative to traditional film-based laboratory learning. Programs utilized "hot words" (colored text words that displayed an overlaid image label that highlighted lesions) and interactive quizzes which responded appropriately to selected answers. "Hot words" helped students develop confidence in accurate lesion detection and the interactive quizzes transformed learning from a passive to an active process. Multiple examples were provided for reinforcement and concepts were incorporated from other clinical disciplines for curriculum integration. Programs were written using a presentation software program, Toolbook for DOS based platform, and contained radiographic images made by laser-scanning digitization. Multiple students could simultaneously access the programs through a network server. These pilot programs were implemented successfully and computerized multimedia presentation proved to be well suited to teaching radiology. Development of the programs required attention to a number of hardware, software, time and cost factors.

  2. Is Latency to Test Deadline a Predictor of Student Test Performance?

    ERIC Educational Resources Information Center

    Landrum, R. Eric; Gurung, Regan A. R.

    2013-01-01

    When students are given a period or window of time to take an exam, is taking an exam earlier in the window (high latency to deadline) related to test scores? In Study 1, students (n = 236) were given windows of time to take online each of 13 quizzes and 4 exams. In Study 2, students (n = 251) similarly took 4 exams online within a test window. In…

  3. Communicating astronomy by the Unizul Science Centre

    NASA Astrophysics Data System (ADS)

    Beesham, A.; Beesham, N.

    2015-03-01

    The University of Zululand, situated along the east coast of KwaZulu-Natal, has a thriving Science Centre (USC) situated in the developing port city of Richards Bay. Over 30 000 learners visit the centre annually, and it consists of an exhibition area, an auditorium, lecture areas and offices. The shows consist of interactive games, science shows, competitions, quizzes and matriculation workshops. Outreach activities take place through a mobile science centre for schools and communities that cannot visit the centre.

  4. Student Attitudes, Satisfaction, and Learning in a Collaborative Testing Environment*

    PubMed Central

    Meseke, Christopher A.; Nafziger, Rita; Meseke, Jamie K.

    2010-01-01

    Introduction: This study examined the effect of collaborative testing on student learning, attitude toward testing, and course satisfaction at a chiropractic college. Methods: The study compared testing performance between two cohorts of students taking an advanced neuroanatomy course: a control group (n = 78) and an experimental group (n = 80). Scores examined for each cohort included sums of quizzes, examination scores, and a comprehensive final examination. The control cohort completed weekly quizzes as individuals, while the experimental cohort completed the quizzes collaboratively in small groups. Both cohorts completed three unit examinations and the comprehensive final examination as individuals. Additionally, pretest–posttest and delayed posttest scores were examined. Multivariate analysis of variance (MANOVA) and multivariate analysis of covariance (MANCOVA) (including repeated measures MANCOVA) were used for statistical analysis. Results: The experimental cohort scored significantly higher compared to the control cohort on all quizzes (F = 217.761; df = 1,156; p < .05) and overall course grades (F = 16.099; df = 1,156; p < .05). There were no significant differences in either the comprehensive final (posttest) (F = 3.138; df = 1,122; p > .05) or the delayed posttest (taken 5 weeks after the end of the course) (F = 0.431; df = 1,122; p > .05) between the two cohorts. The overall scores for both cohorts on the delayed posttest were significantly lower than the posttest scores (F = 4.660; df = 1,122; p < .05). Conclusions: This project extends previous findings that students using collaborative testing have significantly increased short-term course performance compared with those students using traditional testing. No differences in learning or retention were noted. PMID:20480011

  5. The Hubble Exoplanet Classroom

    NASA Astrophysics Data System (ADS)

    Stevens, Laura; Carson, J.; Ruwadi, D.; Low, K.; Jordan, S.; Schneider, G.

    2013-01-01

    We present a status report on the Hubble Exoplanet Classroom, an interactive website designed to engage 8-12th grade students in physical science concepts using the exciting field of exoplanet studies. Addressing national teaching standards, the webpage allows educators to enhance their physical science, physics, and astronomy curriculum with student-driven lessons. The webpage records students' performance on lessons and quizzes and compiles the results, which can be accessed by the instructor using a secure website.

  6. People

    NASA Astrophysics Data System (ADS)

    2008-03-01

    INTERVIEW Interview: Earth science gets to the core Some 20 years ago, Prof. G David Price was one of the first to establish the now major field of computational mineral physics. He combines experiment, theory and modelling to tackle major deep Earth science problems. He is vice-provost for research and professor of mineral physics at UCL. David Smith quizzed him on behalf of Physics Education.

  7. Multimodal representation contributes to the complex development of science literacy in a college biology class

    NASA Astrophysics Data System (ADS)

    Bennett, William Drew

    educators are communicating ideas and concepts to their audience with more than simple text. A focused holistic rubric was designed in this study to score how well students in this class were able to incorporate aspects of multimodality into their writing assignments. Using these scores and factors within the rubric (ex. Number of original modes created) they were correlated with classroom performance scores to determine the strength and direction of the relationship. Classroom observations of lectures and discussion sections along with personal interviews with students and teaching assistants aided the interpretation of the results. The results from the study were surprisingly complex to interpret given the background of literature which suggested a strong relationship between multimodal representations and science learning (Lemke, 2000). There were significant positive correlations between student multimodal representations and quiz scores but not exam scores. This study was also confounded by significant differences between sections at the beginning of the study which may have led to learning effects later. The dissimilarity between the tasks of writing during their homework and working on exams may be the reason for no significant correlations with exams. The power to interpret these results was limited by the number of the participants, the number of modal experiences by the students, and the operationalization of multimodal knowledge through the holistic rubric. These results do show that a relationship does exist between the similar tasks within science writing and quizzes. Students may also gain derived science literacy benefits from modal experiences on distal tasks in exams as well. This study shows that there is still much more research to be known about the interconnectedness of multimodal representational knowledge and use to the development of science literacy.

  8. Social media and the classroom?

    NASA Astrophysics Data System (ADS)

    2015-02-01

    Many years ago, I learned (through eavesdropping on a conversation during lab) that my students had set up their own Facebook group. They told me they were using it to help each other with homework assignments. This year, my daughter took physics at a university. She and her friends were struggling a bit with the online quizzes. I suggested that she set up a Facebook community and add me as a member. I would answer questions and help the group study. My daughter's group used Facebook to get answers to specific questions from the quizzes. They often ended up helping each other because the questions were posed quite late in the evening. Questions ranged from exact copies of the original queries to "Does anyone know what equation to use for this?" I began to think that, although their grades were improving on the quizzes, they were not gaining any content knowledge. To combat this, I made and posted a few short video clips reteaching the content.

  9. Gamification: using elements of video games to improve engagement in an undergraduate physics class

    NASA Astrophysics Data System (ADS)

    Rose, J. A.; O'Meara, J. M.; Gerhardt, T. C.; Williams, M.

    2016-09-01

    Gamification has been extensively implemented and studied in corporate settings and has proven to be more effective than traditional employee-training programs, however, few classroom studies of gamification have been reported in the literature. Our study explored the potential of gamified on-line undergraduate physics content as a mechanism to enhance student learning and motivation. Specifically, the main objective of this work was to determine whether extrinsic motivation indicators commonly used in video games could increase student engagement with course content outside of the classroom. Life Science students taking an introductory physics course were provided access to gamified multiple choice quizzes as part of their course assessment. The quizzes incorporated common gaming elements such as points, streaks, leaderboards and achievements, as well as some gamified graphical enhancements and feedback. Student attitudes and performance among those using the gamified quizzes were examined and compared to non-gamified control groups within the same course. Student engagement was quantified through examining student participation above and beyond the minimum course requirements. The results showed that gaming techniques are significantly correlated with increased engagement with course material outside of the classroom. These results may assist instructors in engaging and motivating students outside the classroom through carefully designed online and distance-delivered undergraduate physics content. Furthermore, the gaming elements incorporated in this study were not specifically tied to the physics content and can be easily translated to any educational setting.

  10. The effect of matching learning styles and instructional strategies on academic achievement and student enjoyment of science lessons in a high school general chemistry course

    NASA Astrophysics Data System (ADS)

    Fundi, Shaaban Kitindi

    This study explored the matching hypothesis by examining the effect of matching students' learning style preferences with teachers' instructional strategies on students' academic performance and lesson enjoyment in a high school general chemistry course. To achieve the study aims, the researcher utilized a single-participant study design with a baseline phase and four treatment phases. Determination of students' learning style preferences involved using the Visual, Audial, Read/Write, and Kinesthetic (VARK) Learning Style Inventory. During the one-week baseline phase, students received instruction using regular instructional strategies, followed by four treatment phases: visual intervention, audial intervention, read/write intervention, and a kinesthetic intervention. Each intervention phase lasted one week. During each phase, the researcher measured academic achievement using three teacher-created quiz scores. Student enjoyment was measured using the Test of Science-Related Attitudes (TOSRA). A total of 14 students completed the VARK Questionnaire. Of these, eight students (2 boys and 6 girls) exhibited a multimodal learning style were subsequently excluded from study participation. An additional student was excluded due to excessive absenteeism, leaving five students who completed all phases of the study. Results indicated that matching students' learning style preferences with teachers' instructional strategies did not improve students' academic performance as measured by teacher-created quizzes. However, weekly switching of the instructional strategies did improve student enjoyment of chemistry lessons. Student enjoyment increased for all participants in all intervention phases regardless of whether or not instruction matched students' learning style preferences compared to baseline phase. The results of this study do not support the matching hypothesis. The students in this study, preferred to learn with multiple teaching strategies. Alternating instructional

  11. Differences between Lab Completion and Non-Completion on Student Performance in an Online Undergraduate Environmental Science Program

    NASA Astrophysics Data System (ADS)

    Corsi, Gianluca

    2011-12-01

    Web-based technology has revolutionized the way education is delivered. Although the advantages of online learning appeal to large numbers of students, some concerns arise. One major concern in online science education is the value that participation in labs has on student performance. The purpose of this study was to assess the relationships between lab completion and student academic success as measured by test grades, scientific self-confidence, scientific skills, and concept mastery. A random sample of 114 volunteer undergraduate students, from an online Environmental Science program at the American Public University System, was tested. The study followed a quantitative, non-experimental research design. Paired sample t-tests were used for statistical comparison between pre-lab and post-lab test grades, two scientific skills quizzes, and two scientific self-confidence surveys administered at the beginning and at the end of the course. The results of the paired sample t-tests revealed statistically significant improvements on all post-lab test scores: Air Pollution lab, t(112) = 6.759, p < .001; Home Chemicals lab t(114) = 8.585, p < .001; Water Use lab, t(116) = 6.657, p < .001; Trees and Carbon lab, t(113) = 9.921, p < .001; Stratospheric Ozone lab, t(112) =12.974, p < .001; Renewable Energy lab, t(115) = 7.369, p < .001. The end of the course Scientific Skills quiz revealed statistically significant improvements, t(112) = 8.221, p < .001. The results of the two surveys showed a statistically significant improvement on student Scientific Self-Confidence because of lab completion, t(114) = 3.015, p < .05. Because age and gender were available, regression models were developed. The results indicated weak multiple correlation coefficients and were not statistically significant at alpha = .05. Evidence suggests that labs play a positive role in a student's academic success. It is recommended that lab experiences be included in all online Environmental Science

  12. Gender differences in introductory university physics performance: The influence of high school physics preparation and affect

    NASA Astrophysics Data System (ADS)

    Hazari, Zahra Sana

    The attrition of females studying physics after high school is a concern to the science education community. Most undergraduate science programs require introductory physics coursework. Thus, success in introductory physics is necessary for students to progress to higher levels of science study. Success also influences attitudes; if females are well-prepared, feel confident, and do well in introductory physics, they may be inclined to study physics further. This quantitative study using multilevel modeling focused on determining factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that influenced female and male performance in introductory university physics. The study controlled for some university/course level characteristics as well as student demographic and academic background characteristics. The data consisted of 1973 surveys from 54 introductory physics courses within 35 universities across the US. The results highlight high school physics and affective experiences that differentially influenced female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects, cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believed that high school physics would help in university physics. There were also experiences that had a similar influence on female and male performance. Positively related to performance were: covering fewer topics for longer periods of time, the history of physics as a recurring topic, physics-related videos, and test/quiz questions that involved calculations and/or were drawn from standardized tests. Negatively related to performance were: student-designed projects, reading/discussing labs the day before performing them, microcomputer based laboratories, discussion after demonstrations, and family

  13. COPD Quiz | NIH MedlinePlus the Magazine

    MedlinePlus

    ... irritant that causes COPD is: allergies cigarette smoke air pollution Question 4. Common signs and symptoms of COPD ... secondhand smoke avoid other lung irritants, such as air pollution, chemical fumes, and dust follow your treatment plan ...

  14. Sleeping and Driving Don't Mix: Sleep Quiz

    MedlinePlus

    ... of distracted driving in school zones - whnt.com Car crash deaths climb despite better auto safety - USA Today - USA TODAY Teen seatbelt usage rising slightly - Neosho Daily News Driverless Cars to Carry Uber Passengers in Pittsburgh - Voice of ...

  15. Quiz: Alzheimer's Disease | NIH MedlinePlus the Magazine

    MedlinePlus

    ... with mild Alzheimer's disease may be helped in day-to-day living by a list of daily plans notes ... help some people with mild Alzheimer's disease with day-to-day living. A big calendar, a list ...

  16. The Paul Petzoldt Trivia Quiz: His Philosophy and Teaching Methods.

    ERIC Educational Resources Information Center

    Wagstaff, Mark

    Paul Petzoldt, co-founder of the Wilderness Education Association (WEA), helped mold the profession of outdoor leadership as we know it today. After his death in 1999, numerous field journals, old speeches, and personal correspondence were salvaged in order to refresh, clarify, and preserve Petzoldt's philosophy and teaching methods. The…

  17. Fetal Alcohol Spectrum Disorders (FASDs): Alcohol Use Quiz

    MedlinePlus

    ... Educators Partners Tools for Partners Links to Other Websites About Us Information For... ... our Facts Web Page . Related Pages Child Development Developmental Disabilities "Learn the Signs. Act Early." Campaign ...

  18. Picture quiz: a case of sudden severe chest pain: answers.

    PubMed

    Rabia, M Abu; Sullivan, P; Stivaros, S M

    2007-01-01

    Pneumomediastinum is a condition in which air presents in the mediastinum. It was first described by Laennec in 1819 as a consequence of trauma. Spontaneous pneumomediastinum (SPM) was reported in 1939 by Hamman. PMID:21611614

  19. Picture quiz: a case of sudden severe chest pain.

    PubMed

    Rabia, Mustafa Abu; Sullivan, P; Stivaros, Stavros M

    2007-01-01

    An 18-year-old male with no previous medical history presented to hospital with sudden onset of acute epigastric pain radiating to the anterior chest wall and both shoulders. There was no history of recent trauma and he had not been vomiting. PMID:21611610

  20. To Quiz or Not to Quiz: Formative Tests Help Detect Students at Risk of Failing the Clinical Anatomy Course

    ERIC Educational Resources Information Center

    Azzi, Alain J.; Ramnanan, Christopher J.; Smith, Jennifer; Dionne, Éric; Jalali, Alireza

    2015-01-01

    Through a modified team-based learning (TBL) in the anatomy pre-clerkship curriculum, formative evaluations are utilized in the University of Ottawa Faculty of Medicine to assess and predict students' outcomes on summative examinations. The purpose of this study was to determine the efficiency of formative assessments to predict student's…

  1. Interactive Multimedia Tailored to Improve Diabetes Self-Management.

    PubMed

    Wood, Felecia G; Alley, Elizabeth; Baer, Spencer; Johnson, Rebecca

    2015-09-01

    A pilot program was initiated to improve self-management of type 2 diabetes by rural adults. Using an iOS-based, individually tailored pre-/postintervention to improve diabetes self-management, undergraduate students developed a native mobile application to help participants effectively manage their diabetes. Brief quizzes assessed diabetes knowledge. A diabetes dictionary and physical activity assessment provided additional support to users of the app. On completion of the pilot, data analysis indicated increased diabetes knowledge and self-efficacy, and ease of use of the technology. Native app technology permits ready access to important information for those living with type 2 diabetes. PMID:26333610

  2. Proficiency Tests for Introductory Physics

    NASA Astrophysics Data System (ADS)

    Hoffman, Eugene J.

    2006-04-01

    Just as passing a music course from "Appreciation" on up demands at least basic proficiency in note reading and harmony, so even physics for nonscience students requires some mathematical skills. We are often frustrated, however, by students who in the midst of a beautifully deductive derivation hesitate over, say, the definition of a cosine. In an effort to hasten development of key problem-solving skills, I have added timed proficiency tests to the conventional array of learning tools, homework, quizzes, hour exams, etc.

  3. Interactive Multimedia Tailored to Improve Diabetes Self-Management.

    PubMed

    Wood, Felecia G; Alley, Elizabeth; Baer, Spencer; Johnson, Rebecca

    2015-09-01

    A pilot program was initiated to improve self-management of type 2 diabetes by rural adults. Using an iOS-based, individually tailored pre-/postintervention to improve diabetes self-management, undergraduate students developed a native mobile application to help participants effectively manage their diabetes. Brief quizzes assessed diabetes knowledge. A diabetes dictionary and physical activity assessment provided additional support to users of the app. On completion of the pilot, data analysis indicated increased diabetes knowledge and self-efficacy, and ease of use of the technology. Native app technology permits ready access to important information for those living with type 2 diabetes.

  4. The practice of telepathology in India.

    PubMed

    Baruah, M K

    2005-01-01

    Telepathology in India is still in the evolving stages. Although, much progress has been made around the world specially in the field of digital imaging and virtual slides, the practice of telepathology in India still revolves around static telepathology, be it in telelearning or distance learning, or in remote diagnosis. Websites such as telepathology.org.in have been very successful in popularizing telepathology through quizzes of interesting and rare cases. The only study of teleconsultation from India, has shown that a good concordance with glass slide and static telepathology images. The reasons for the relative delay in acceptance of telepathology in India are manifold. PMID:16388176

  5. Memory: from the laboratory to everyday life

    PubMed Central

    Schacter, Daniel L.

    2013-01-01

    One of the key goals of memory research is to develop a basic understanding of the nature and characteristics of memory processes and systems. Another important goal is to develop useful applications of basic research to everyday life. This editorial considers two lines of work that illustrate some of the prospects for applying memory research to everyday life: interpolated quizzing to enhance learning in educational settings, and specificity training to enhance memory and associated functions in individuals who have difficulties remembering details of their past experiences. PMID:24459406

  6. The Minnesota pelvic trainer: a hybrid VR/physical pelvis for providing virtual mentorship.

    PubMed

    Konchada, Vamsi; Shen, Yunhe; Burke, Dan; Argun, Omer B; Weinhaus, Anthony; Erdman, Arthur G; Sweet, Robert M

    2011-01-01

    Obtaining accurate understanding of three dimensional structures and their relationships is important in learning human anatomy. To leverage the learning advantages of using both physical and virtual models, we built a hybrid platform consisting of virtual and mannequin pelvis, motion tracking interface, anatomy and pathology knowledge base. The virtual mentorship concept is to allow learners to conveniently manipulate and explore the virtual pelvic structures through the mannequin model and VR interface, and practice on anatomy identification tasks and pathology quizzes more intuitively and interactively than in a traditional self-study classroom, and to reduce the demands of access to dissection lab or wet lab.

  7. Leveraging Technology for Chemical Sciences Education: An Early Assessment of WebCT Usage in First-Year Chemistry Courses

    NASA Astrophysics Data System (ADS)

    Charlesworth, Paul; Vician, Chelley

    2003-11-01

    In this article, early results of combining information technologies with the intent of improving the science-learning environment in terms of student motivation and learning are presented. The assessment focuses on student reactions to these instructional innovations. Results show that students appreciate the scheduling flexibility found in technology supported learning (TSL) and take advantage of this to maximize their scores on online quizzes and exams. Results also show that students perceive a more positive impact on their learning and confidence when using the TSL environment.

  8. A pilot training manual for the terminal configured vehicle electronic horizontal situation indicator

    NASA Technical Reports Server (NTRS)

    Houck, J. A.

    1981-01-01

    The initial phase of a training program for the Terminal Configured Vehicle Electronic Situation indicator (EHSI) is presented. The EHSI and its symbology is introduced and interpretation of the symbols is explained. Basic symbols shown on the display at all times are first presented. Additional optional symbols to be used as appropriate during different portions of a flight are then introduced and various display configurations interpreted. The upper half of each page is a reproduction of the EHSI display or other pertinent instructional material and the bottom half contains explanatory text, simplifying production of an audiovisual package for use with large training classes. Two quizzes on the course material are included.

  9. Clinical challenge.

    PubMed

    2016-09-01

    Questions for this month's clinical challenge are based on articles in this issue. The clinical challenge is endorsed by the RACGP Quality Improvement and Continuing Professional Development (QI&CPD) program and has been allocated four Category 2 points (Activity ID:59922). Answers to this clinical challenge are available immediately following successful completion online at http://gplearning.racgp.org.au. Clinical challenge quizzes may be completed at any time throughout the 2014-16 triennium; therefore, the previous months' answers are not published. Each of the questions or incomplete statements below is followed by four suggested answers or completions. Select the most appropriate statement as your answer. PMID:27606376

  10. ICONic training: use of a course management system to provide continual reference student education.

    PubMed

    Skhal, Kathryn J; Thureson, Catherine

    2007-01-01

    In an effort to provide continuing education to the students working at the Hardin Library reference desk, staff members have created an online training course using the University of Iowa's course management system called ICON(Iowa Courses Online). The course has four main components-a content page, an article discussion forum, quizzes, and a challenging questions module. ICON has quickly become an essential training resource and has also provided an electronic professional community for students who primarily work in isolation. Additionally, the experience with the software has positioned the library to provide training support for the health campus and to take advantage of new technology based collaborations.

  11. The Minnesota pelvic trainer: a hybrid VR/physical pelvis for providing virtual mentorship.

    PubMed

    Konchada, Vamsi; Shen, Yunhe; Burke, Dan; Argun, Omer B; Weinhaus, Anthony; Erdman, Arthur G; Sweet, Robert M

    2011-01-01

    Obtaining accurate understanding of three dimensional structures and their relationships is important in learning human anatomy. To leverage the learning advantages of using both physical and virtual models, we built a hybrid platform consisting of virtual and mannequin pelvis, motion tracking interface, anatomy and pathology knowledge base. The virtual mentorship concept is to allow learners to conveniently manipulate and explore the virtual pelvic structures through the mannequin model and VR interface, and practice on anatomy identification tasks and pathology quizzes more intuitively and interactively than in a traditional self-study classroom, and to reduce the demands of access to dissection lab or wet lab. PMID:21335805

  12. Tapping the Power of an Online Course to Allow for Differentiated Introductory Astronomy Instruction

    NASA Astrophysics Data System (ADS)

    Gelderman, Richard

    2011-01-01

    Online classes are here to stay. This appears to be true regardless of whether or not student performance in online environments is really comparable to performance levels in comparable face-to-face instruction (e.g., Ury & Ury 2005, Slater & Jones 2004, Brown & Liedholm 2002). This report avoids that unwieldy question and instead concentrates on the opportunities for online courses to build on their potential to improve upon standard classroom settings. An introductory astronomy course has been designed that utilizes MasteringAstronomy and Blackboard to provide a course structure that varies depending on the results of pre-tests and quizzes. Software flags unlock additional tutorials and formative assessments for students who perform poorly on the pre-tests and gatekeeper quizzes. This "long track” involves no grade penalty, but does require additional time on task. While some students withdraw in frustration, the majority of students who find themselves on the "long track” express appreciation at being encouraged to finally learn the material. Meanwhile, the high performing students proceed quickly toward the unit exams, completing their work fairly quickly but tending to spend more time interacting within the Discussion Forums. Overall, this ability to provide differentiated instruction is a meaningful improvement over instructional approaches that can be implemented in a large enrollment face-to-face classroom. Brown, B. & Liedholm, C., 2002, Am. Economic Review, 92, 444 Slater, T. & Jones L., 2004 Astronomy Education Review, 3(1) Ury, G. & Ury, C., 2005, Proc ISECON, 22

  13. Development of interactive patient-based multimedia computer programs in veterinary orthopedic radiology.

    PubMed

    Kraft, S L; Hoskinson, J J; Mussman, J M; Michaels, W E; McLaughlin, R; Gaughan, E M; Roush, J K

    1998-01-01

    Three computerized multimedia programs on large and small animal veterinary orthopedic radiology were developed and implemented for the radiology curriculum as an alternative to traditional film-based laboratory learning. Programs utilized "hot words" (colored text words that displayed an overlaid image label that highlighted lesions) and interactive quizzes which responded appropriately to selected answers. "Hot words" helped students develop confidence in accurate lesion detection and the interactive quizzes transformed learning from a passive to an active process. Multiple examples were provided for reinforcement and concepts were incorporated from other clinical disciplines for curriculum integration. Programs were written using a presentation software program, Toolbook for DOS based platform, and contained radiographic images made by laser-scanning digitization. Multiple students could simultaneously access the programs through a network server. These pilot programs were implemented successfully and computerized multimedia presentation proved to be well suited to teaching radiology. Development of the programs required attention to a number of hardware, software, time and cost factors. PMID:9548135

  14. Using Attendance Worksheets to Improve Student Attendance, Participation, and Learning

    NASA Astrophysics Data System (ADS)

    Rhoads, Edward

    2013-06-01

    As science instructors we are faced with two main barriers with respect to student learning. The first is motivating our students to attend class and the second is to make them active participants in the learning process once we have gotten them to class. As we head further into the internet age this problem only gets exacerbated as students have replaced newspapers with cell phones which can surf the web, check their emails, and play games. Quizzes can motivated the students to attend class but do not necessarily motivate them to pay attention. Active learning techniques work but we as instructors have been bombarded by the active learning message to the point that we either do it already or refuse to. I present another option which in my classroom has doubled the rate at which students learn my material. By using attendance worksheets instead of end of class quizzes I hold students accountable for not just their attendance but for when they show up and when they leave the class. In addition it makes the students an active participant in the class even without using active learning techniques as they are writing notes and answering the questions you have posed while the class is in progress. Therefore using attendance worksheets is an effective tool to use in order to guide student learning.

  15. An Elective Course on Dermatological Topics and Cosmeceutical Compounding

    PubMed Central

    Lunney, Phillip T.

    2014-01-01

    Objective. To implement and assess a pharmacy dermatology and cosmeceutical compounding elective course and its impact on graduates’ careers. Design. A 3-credit elective course that incorporated classroom lectures on ambulatory dermatologic diseases and cosmeceutical products with case studies, weekly quizzes, and a comprehensive business plan project was implemented in a doctor of pharmacy (PharmD) program in 2010. Assessment. Assessment instruments including weekly quizzes, a business plan project, and pre- and post-course tests were used to evaluate course content. Across 3 offerings of the course (2010, 2011, 2012), pre- and post-course test scores improved. Results of a postgraduate survey showed that 54% of respondents worked at a pharmacy offering compounding services, and 57% felt that the course played a significant or very significant role in their counseling on dermatologic conditions. Conclusions. Assessment methods revealed student learning of course content and the course appeared moderately beneficial to graduates’ early careers. A more longitudinal analysis is needed to assess the course’s impact on long-term career choices, particularly those dealing with compounding of cosmeceutical products. PMID:24850940

  16. Summative Evaluation of Polymers, Composites & Sports Materials: An Introduction to Chemistry and Physics.

    NASA Astrophysics Data System (ADS)

    Hagedorn, Eric

    2008-03-01

    During Fall 2007, 70 pre-science freshman completed a one-credit science course with three goals: 1) enhance and maintain student interest in science majors while completing necessary prerequisite mathematics courses, 2) provide students with a solid content & mathematical foundation for introductory physics and chemistry, and 3) pilot hands-on activities developed for the Materials World Modules program. Eight pre/post quizzes, along with a midterm and final were used to assess student learning. Traditional course evaluations were supplemented with completed SALG (Student Assessment of Learning Gains) instruments. Analysis of these data indicated the following: 1) on 6 out of 7 pre-post quizzes, students showed statistically significant gains with medium or large effect sizes, 2) while students who completed the SALG instrument found all aspects of the course helpful, the hands-on activities were not as helpful as intended, and 3) logistical issues had the most detrimental impact on this course. The evaluation results have led to a number of changes for the Fall 2008 offering of this course.

  17. Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps

    PubMed Central

    Pennebaker, James W.; Gosling, Samuel D.; Ferrell, Jason D.

    2013-01-01

    An in-class computer-based system, that included daily online testing, was introduced to two large university classes. We examined subsequent improvements in academic performance and reductions in the achievement gaps between lower- and upper-middle class students in academic performance. Students (N = 901) brought laptop computers to classes and took daily quizzes that provided immediate and personalized feedback. Student performance was compared with the same data for traditional classes taught previously by the same instructors (N = 935). Exam performance was approximately half a letter grade above previous semesters, based on comparisons of identical questions asked from earlier years. Students in the experimental classes performed better in other classes, both in the semester they took the course and in subsequent semester classes. The new system resulted in a 50% reduction in the achievement gap as measured by grades among students of different social classes. These findings suggest that frequent consequential quizzing should be used routinely in large lecture courses to improve performance in class and in other concurrent and subsequent courses. PMID:24278176

  18. Education Research: A case-based bioethics curriculum for neurology residents

    PubMed Central

    Willey, Joshua Z.; Prager, Kenneth

    2015-01-01

    Background: In 2012, the American Academy of Neurology (AAN) updated and expanded its ethics curriculum into Practical Ethics in Clinical Neurology, a case-based ethics curriculum for neurologists. Methods: We piloted a case-based bioethics curriculum for neurology residents using the framework and topics recommended by the AAN, matched to clinical cases drawn from Columbia's neurologic services. Our primary outcome was residents' ability to analyze and manage ethically complex cases as measured on precurriculum and postcurriculum multiple-choice quizzes. Secondary outcomes included precurriculum and postcurriculum self-assessed comfort in discussing and managing ethically complex cases, as well as attendance at ethics discussion sessions as compared to attendance at other didactic sessions. Results: Resident performance on quizzes improved from 75.8% to 86.7% (p = 0.02). Comfort in discussing ethically complex cases improved from 6.4 to 7.4 on a 10-point scale (p = 0.03). Comfort in managing such cases trended toward improvement but did not reach statistical significance. Attendance was significantly better at ethics discussions (73.5%) than at other didactic sessions (61.7%, p = 0.04). Conclusion: Our formal case-based ethics curriculum for neurology residents, based on core topics drawn from the AAN's published curricula, was successfully piloted. Our study showed a statistically significant improvement in residents' ability to analyze and manage ethically complex cases as measured by multiple-choice tests and self-assessments. PMID:25825469

  19. Increased Course Structure Improves Performance in Introductory Biology

    PubMed Central

    Freeman, Scott; Haak, David; Wenderoth, Mary Pat

    2011-01-01

    We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are based on lecturing and a few high-risk assessments. We controlled for 1) instructor effects by analyzing data from quarters when the same instructor taught the course, 2) exam equivalence with new assessments called the Weighted Bloom's Index and Predicted Exam Score, and 3) student equivalence using a regression-based Predicted Grade. We also tested the hypothesis that points from reading quizzes, clicker questions, and other “practice” assessments in highly structured courses inflate grades and confound comparisons with low-structure course designs. We found no evidence that points from active-learning exercises inflate grades or reduce the impact of exams on final grades. When we controlled for variation in student ability, failure rates were lower in a moderately structured course design and were dramatically lower in a highly structured course design. This result supports the hypothesis that active-learning exercises can make students more skilled learners and help bridge the gap between poorly prepared students and their better-prepared peers. PMID:21633066

  20. Development and Evaluation for Active Learning Instructional Design of Epidemiology in Nursing Informatics Field.

    PubMed

    Majima, Yukie

    2016-01-01

    Nursing education classes are classifiable into three types: lectures, classroom practice, and clinical practice. In this study, we implemented a class that incorporated elements of active learning, including clickers, minutes papers, quizzes, and group work and presentation, in the subject of "epidemiology", which is often positioned in the field of nursing informatics and which is usually taught in conventional knowledge-transmission style lectures, to help students understand knowledge and achieve seven class goals. Results revealed that the average scores of the class achievement (five levels of evaluation) were 3.6-3.9, which was good overall. The highest average score of the evaluation of teaching materials by students (five levels of evaluation) was 4.6 for quizzes, followed by 4.2 for announcement of test statistics, 4.1 for clickers, and 4.0 for news presentation related to epidemiology. We regard these as useful tools for students to increase their motivation. One problem with the class was that it took time to organize the class: creation of tests, class preparation and marking, such as things to be returned and distribution of clickers, and writing comments on small papers. PMID:27332214

  1. Increased course structure improves performance in introductory biology.

    PubMed

    Freeman, Scott; Haak, David; Wenderoth, Mary Pat

    2011-01-01

    We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are based on lecturing and a few high-risk assessments. We controlled for 1) instructor effects by analyzing data from quarters when the same instructor taught the course, 2) exam equivalence with new assessments called the Weighted Bloom's Index and Predicted Exam Score, and 3) student equivalence using a regression-based Predicted Grade. We also tested the hypothesis that points from reading quizzes, clicker questions, and other "practice" assessments in highly structured courses inflate grades and confound comparisons with low-structure course designs. We found no evidence that points from active-learning exercises inflate grades or reduce the impact of exams on final grades. When we controlled for variation in student ability, failure rates were lower in a moderately structured course design and were dramatically lower in a highly structured course design. This result supports the hypothesis that active-learning exercises can make students more skilled learners and help bridge the gap between poorly prepared students and their better-prepared peers.

  2. Use of an Audience Response System (ARS) in a Dual-Campus Classroom Environment

    PubMed Central

    Medina, Patrick J; Wanzer, Donald S; Wilson, Jane E; Er, Nelson; Britton, Mark L

    2008-01-01

    Objectives To implement an audience response system in a dual-campus classroom that aggregated data during graded (attendance and quizzes) and non-graded classroom activities (formative quizzes, case discussions, examination reviews, and team activities) and explore its strengths, weaknesses, and impact on active learning. Design After extensive research, an appropriate audience response system was selected and implemented in a dual-classroom setting for a third-year required PharmD course. Students were assigned a clicker and training and policies regarding clicker use were reviewed. Activities involving clicker use were carefully planned to simultaneously engage students in both classrooms in real time. Focus groups were conducted with students to gather outcomes data. Assessment Students and faculty members felt that the immediate feedback the automated response system (ARS) provided was most beneficial during non-graded activities. Student anxiety increased with use of ARS during graded activities due to fears regarding technology failure, user error, and academic integrity. Summary ARS is a viable tool for increasing active learning in a doctor of pharmacy (PharmD) program, especially when used for non-graded class activities. Faculty members should proceed cautiously with using ARS for graded classroom activities and develop detailed and documented policies for ARS use. PMID:18483604

  3. Taking "The Math You Need When You Need It" Modules Beyond Introductory Geology Courses

    NASA Astrophysics Data System (ADS)

    Baer, E. M.; Wenner, J. M.; Burn, H. E.

    2012-12-01

    classroom (either in lab exercises or a lecture period). Almost all instructors employed pre- and posttests to gauge learning. More than ¾ of survey respondents introduced the modules within the first week of class. In all but one instance, students were instructed to complete an online quiz immediately after working through the online modules and most (77%) designed these post-module quizzes as formative assessments allowing at least 3 attempts. The grades on these modules contributed to students' grades but were relatively low stakes with 88% reporting that the modules contributed to less than 10% of a student's course grade. Given the use beyond the introductory geology classroom and the similarity of the use of these modules in a wide variety of courses, it appears that the design of the modules is sound. However, previous studies have indicated that mathematical skills are not easily transferred (e.g. Bassok. and Holyoak, 1989) suggesting the adaptation of the modules for use outside the geosciences.

  4. Developing Online Oceanography at UCSB

    NASA Astrophysics Data System (ADS)

    Prothero, W. A.; Dodson, H.

    2001-12-01

    Oceanography at UCSB is an introductory general education science course taken by up to 200 students per quarter. The emphasis is on learning science process by engaging in authentic science activities that use real earth data. Recently, to increase student motivation, the course has been modified to include an Earth Summit framework. The online support being developed for this course is the first step in the creation of a completely online oceanography class. Foundation software was first tested in the class during Spring 2001. Online activities that are supported are writing and instructor feedback, online threaded discussion with live chat and graphics, automatically graded homeworks and games, auto graded quizzes with questions randomly selected from a database, and thought problems graded by the instructor(s). Future plans include integration with commercial course management software. To allow choice of assignments, all course activities totaled110%. Since grades were based on A=90-100, B=80-90, C= 70-80, etc, it was possible to get a better than A grade. Students see the effect (on their grade) of each assignment by calculating their current course grade. Course activities included (most of which are automatically graded): weekly lab homeworks, weekly mini-quizzes (10 multiple choice questions selected at random from a topic database), weekly thought questions (graded by the TA), 3 written assignments, and "Question of the Day" from lecture (credit given for handing it in), The online writing software allowed students to enter their writing, edit and link to graphic images, print the paper, and electronically hand it in. This has the enormous advantage of allowing the instructor and TA's convenient access to all student papers. At the end of the course, students were asked how effective each of the course activities were in learning the course material. On a five point scale, ranging from highest contribution to lowest, the percentage of students giving

  5. The Ultimate Spelling Quiz Book: Over 100 Tests, Super Tests, and Killer Spelling Bees.

    ERIC Educational Resources Information Center

    Grambs, David

    Not aimed at beginning or elementary spellers, this book contains more than 100 tests interspersed with various informative items, pertinent quotations, amusing anecdotes, and lightly historical discourses relating to the orthography of English. The tests in the book represent a rather extensive vocabulary (a person who takes all of the tests is…

  6. A Student-Designed Grammar Quiz on the Web: A Constructive Mode of Grammar Instruction

    ERIC Educational Resources Information Center

    Fukushima, Tatsuya

    2006-01-01

    The World Wide Web has frequently been incorporated into second/foreign language (L2 hereafter) course instruction during the past decade. However, many teaching methods essentially employed it as a reactive mode of L2 instruction. Many other methods have been designed to facilitate constructive L2 production. They are, however, limited in their…

  7. Leveraging Quiz-Based Multiple-Prize Web Tournaments for Reinforcing Routine Mathematical Skills

    ERIC Educational Resources Information Center

    Gonzalez-Tablas, Ana I.; de Fuentes, Jose M.; Hernandez-Ardieta, Jorge L.; Ramos, Benjamin

    2013-01-01

    In Higher Education Engineering studies, there exists the need of engaging students in performing drill and practice activities with the goal of reinforcing routine mathematical skills. The usual optionality of these tasks entails the risk of students not fulfilling them in an effective way. Although competitive approaches are not a trend in…

  8. Interaction of a Vocabulary Quiz with Cognitive Instructional Strategies in First Language Learning among Japanese Undergraduates

    ERIC Educational Resources Information Center

    Tomita, Kei

    2016-01-01

    In response to concerns regarding effects of hyperlinked annotation on reading comprehension, this study was undertaken to compare hyperlinked annotation with student highlighting of unknown/difficult words. An online highlighting tool was used to help students reflect their prior vocabulary in a hyperlink-based annotated passage. Highlighting…

  9. WhoKnows? Evaluating Linked Data Heuristics with a Quiz that Cleans up DBpedia

    ERIC Educational Resources Information Center

    Waitelonis, Jorg; Ludwig, Nadine; Knuth, Magnus; Sack, Harald

    2011-01-01

    Purpose: Linking Open Data (LOD) provides a vast amount of well structured semantic information, but many inconsistencies may occur, especially if the data are generated with the help of automated methods. Data cleansing approaches enable detection of inconsistencies and overhauling of affected data sets, but they are difficult to apply…

  10. Not Another Quiz: An Approach to Engage Today's Students in Meaningful Current Events Discussions

    ERIC Educational Resources Information Center

    Wright, Leigh L.; Shemberger, Melony; Price, Elizabeth

    2016-01-01

    Journalism professors are concerned with how effectively students understand current news events and engage with mainstream news sources. This essay is based on a survey administered to students in a newswriting course and analyzed the kinds of current news that students followed in weekly assignments designed with a digital, interactive approach.…

  11. Developing and Integrating a Web-Based Quiz into the Curriculum.

    ERIC Educational Resources Information Center

    Carbone, Angela; Schendzielorz, Peter

    In 1996, the Department of Computer Science at Monash University (Australia) implemented a First Year Advanced Students' Project Scheme aimed at extending and stimulating its best first year students. The goal of the scheme was to give students the opportunity to work on a project that best suited their needs and captured their interests. One of…

  12. Special Section: Complementary and Alternative Medicine (CAM):Quiz on Complementary and Alternative Medicine

    MedlinePlus

    ... medlineplus.gov/ complementaryandalternative medicine.html Information on CAM Herbs Herbs at a Glance: a Quick Guide to Herbal ... read booklet with profiles on more than 40 herbs—basic scientific information, some potential side effects, and ...

  13. Take this Quick Quiz: Alcohol and Medications | NIH MedlinePlus the Magazine

    MedlinePlus

    ... three alcoholic drinks each day, totaling 21 per week. True False 4) Drinking alcohol and/or mixing ... exceed a total of seven drinks in a week. Drinking more than these amounts puts people at ...

  14. Quiz: How much do you know about breast cancer? | NIH MedlinePlus the Magazine

    MedlinePlus

    ... brain, it is called metastatic breast cancer, not brain cancer. Doctors sometimes call this "distant" disease. D is ... body, most often the bones, lungs, liver, or brain. A is the correct answer. Surgery only treats the cancer at the site on the body where the ...

  15. Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom.

    PubMed

    Bellinger, David B; DeCaro, Marci S; Ralston, Patricia A S

    2015-12-01

    Mindfulness enhances emotion regulation and cognitive performance. A mindful approach may be especially beneficial in high-stakes academic testing environments, in which anxious thoughts disrupt cognitive control. The current studies examined whether mindfulness improves the emotional response to anxiety-producing testing situations, freeing working memory resources, and improving performance. In Study 1, we examined performance in a high-pressure laboratory setting. Mindfulness indirectly benefited math performance by reducing the experience of state anxiety. This benefit occurred selectively for problems that required greater working memory resources. Study 2 extended these findings to a calculus course taken by undergraduate engineering majors. Mindfulness indirectly benefited students' performance on high-stakes quizzes and exams by reducing their cognitive test anxiety. Mindfulness did not impact performance on lower-stakes homework assignments. These findings reveal an important mechanism by which mindfulness benefits academic performance, and suggest that mindfulness may help attenuate the negative effects of test anxiety. PMID:26372885

  16. A Multi-Faceted Approach to Inquiry-Based Learning

    NASA Astrophysics Data System (ADS)

    Brudzinski, M. R.; Sikorski, J.

    2009-12-01

    In order to fully attain the benefits of inquiry-based learning, instructors who typically employ the traditional lecture format need to make several adjustments to their approach. This change in styles can be intimidating and logistically difficult to overcome. A stepwise approach to this transformation is likely to be more manageable for individual faculty or departments. In this session, we will describe several features that we are implementing in our introductory geology course with the ultimate goal of converting to an entirely inquiry-based approach. Our project is part of the Miami University initiative in the top 25 enrolled courses to move towards the “student as scholar” model for engaged learning. Some of the features we developed for our course include: student learning outcomes, student development outcomes, out-of-class content quizzes, in-class conceptests, pre-/post-course assessment, reflective knowledge surveys, and daily group activities.

  17. Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom.

    PubMed

    Bellinger, David B; DeCaro, Marci S; Ralston, Patricia A S

    2015-12-01

    Mindfulness enhances emotion regulation and cognitive performance. A mindful approach may be especially beneficial in high-stakes academic testing environments, in which anxious thoughts disrupt cognitive control. The current studies examined whether mindfulness improves the emotional response to anxiety-producing testing situations, freeing working memory resources, and improving performance. In Study 1, we examined performance in a high-pressure laboratory setting. Mindfulness indirectly benefited math performance by reducing the experience of state anxiety. This benefit occurred selectively for problems that required greater working memory resources. Study 2 extended these findings to a calculus course taken by undergraduate engineering majors. Mindfulness indirectly benefited students' performance on high-stakes quizzes and exams by reducing their cognitive test anxiety. Mindfulness did not impact performance on lower-stakes homework assignments. These findings reveal an important mechanism by which mindfulness benefits academic performance, and suggest that mindfulness may help attenuate the negative effects of test anxiety.

  18. Successful Application of Active Learning Techniques to Introductory Microbiology

    PubMed Central

    HOFFMAN, ELIZABETH A.

    2001-01-01

    While the traditional lecture format may be a successful way to teach microbiology to both medical and nursing students, it was not an effective means of learning for many prenursing and preprofessional students enrolled in either of the introductory microbiology courses at Ashland Community College, an open enrollment institution. The structure of both Medical Microbiology and Principles of Microbiology was redesigned to allow students to address the material in an active manner. Daily quizzes, student group discussions, scrapbooks, lab project presentations and papers, and extra credit projects were all added in order to allow students maximum exposure to the course material in a manner compatible with various methods of learning. Student knowledge, course evaluations, and student success rates have all improved with the active learning format. PMID:23653538

  19. Online Activities for Enhancing Sex Education Curricula: Preliminary Evidence on the Effectiveness of the Abstinence and Contraception Education Storehouse

    PubMed Central

    Raghupathy, Shobana; Klein, Charles; Card, Josefina

    2013-01-01

    The purpose of this research was to conduct a preliminary evaluation of the Abstinence and Contraception Education Storehouse (ACES), a digital, classroom-based resource designed to supplement existing sex education curricula with highly interactive materials such as video clips, multimedia polls and quizzes, and audiovisual demonstrations. 335 students ages 14–19 were randomly assigned to an ACES–based (treatment) or a standard (control) sex education curriculum. Data were collected at the onset of the intervention and 3-months after the completion of the intervention. Preliminary results were highly encouraging, with ACES participants who were sexually initiated at baseline reporting at the 3-month follow-up significant reductions in the number of times they had sex in the past four weeks. Both sexually initiated and non-sexually initiated youth who experienced the ACES curriculum also demonstrated greater intent to abstain from the sex during the follow-up period than those in the control group. PMID:24078799

  20. Physics of Health Sciences

    NASA Astrophysics Data System (ADS)

    Baublitz, Millard; Goldberg, Bennett

    A one-semester algebra-based physics course is being offered to Boston University students whose major fields of study are in allied health sciences: physical therapy, athletic training, and speech, language, and hearing sciences. The classroom instruction incorporates high-engagement learning techniques including worksheets, student response devices, small group discussions, and physics demonstrations instead of traditional lectures. The use of pre-session exercises and quizzes has been implemented. The course also requires weekly laboratory experiments in mechanics or electricity. We are using standard pre- and post-course concept inventories to compare this one-semester introductory physics course to ten years of pre- and post-course data collected on students in the same majors but who completed a two-semester course.

  1. Implementing AORN recommended practices for hand hygiene.

    PubMed

    Patrick, Marcia; Van Wicklin, Sharon A

    2012-04-01

    This article focuses on implementing the revised AORN "Recommended practices for hand hygiene in the perioperative setting." The content of the document has been expanded and reorganized from the previous iteration and now includes specific activity statements about water temperature, water and soap dispensing controls, the type of dispensers to use, paper towel dispenser requirements, placement of soap and rub dispensers, and regulatory requirements for products and recommendations for hand hygiene practices. A successful hand hygiene program allows end users to have input into the selection and evaluation of products and should include educating personnel about proper hand hygiene, product composition and safety, and how and when to use specific products. Measures for competency evaluation and compliance monitoring include observations, quizzes, skills labs, electronic monitoring systems, handheld device applications, and data collection forms. PMID:22464622

  2. Making Laboratories Count -- Better Integration of Laboratories in Physics Courses

    NASA Astrophysics Data System (ADS)

    Sizemore, Jim

    2011-10-01

    The quality of K-12 education leaves something to be desired and presents higher education faculty with the challenge of instructing under-prepared students. However, by their own admission, students from many institutions inform us that laboratory sections in science classes, including physics, consist mostly of showing up, going through the motions, and getting grades that boost their overall grade. This work presents laboratories that challenge students to take their laboratory work more seriously including specific rubrics enforcing SOLVE and Bloom's Taxonomy, pre-lab preparation work, and quizzes on pre-lab preparation. Early results are encouraging revealing greater student progress with better integration of laboratory with the rest of a complete physics course.

  3. Is pair programming more effective than other forms of collaboration for young students?

    NASA Astrophysics Data System (ADS)

    Lewis, Colleen M.

    2011-06-01

    This study investigates differences between collaboration methods in two summer enrichment classes for students entering the sixth grade. In one treatment, students used pair programming. In the other treatment, students engaged in frequent collaboration, but worked ontheir own computer. Students in the two treatments did not differ significantly in their performance on daily quizzes or responses to attitudinal survey questions. However, the students who worked on their own computer completed exercises more quickly than those using pair programming. This study compares two learning environments with high levels of collaboration to isolate aspects of pair programming that are and are not responsible for the reported success of educational research focused on pair programming. This study expands our understanding of pair programming by moving beyond simplistic comparisons of learning environments with and without collaboration and by extending pair programming research to elementary school students.

  4. The Spirit of Competition: To Win or Not To Win

    PubMed Central

    Szczepinska, Teresa; Iwasaki, Wataru; Abeel, Thomas

    2013-01-01

    A competition is a contest between individuals or groups. The gain is often an award or recognition, which serves as a catalyst to motivate individuals to put forth their very best. Such events for recognition and success are part of many International Society for Computational Biology (ISCB) Student Council Regional Student Groups (RSGs) activities. These include a popular science article contest, a Wikipedia article competition, travel grants, poster and oral presentation awards during conferences, and quizzes at social events. Organizing competitions is no different than any other event; they require a lot of hard work to be successful. Each event gives remarkable organizational and social experience for students running it, while at the same time the participants of the competitions are rewarded by prizes and recognition. It gives everybody involved an opportunity to demonstrate their extraordinary talents and skills. Competitions are unique because they bring out both the best and worst in people. PMID:24385894

  5. Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University

    PubMed Central

    Benino, Diana; Girardi, Antonia; Czarniak, Petra

    Objective To examine student perceptions regarding online lectures and quizzes undertaken during a pharmaceutical practice course for first year undergraduate students enrolled in the Bachelor of Pharmacy course at an Australian University. Methods The University uses a standard instrument to collect feedback from students regarding unit satisfaction. Data were collected for three different teaching modalities: traditional face-to-face, online and partially online. Results Descriptive statistics support that, from a student's perspective, partial online delivery is the preferred teaching methodology for an introductory pharmaceutical practice unit. Conclusions This study has served to highlight that while there are a few points of significant difference between traditional and online teaching and learning, a combination of the two provides a reasonable avenue for teaching exploration. This result has implications for teaching practice generally, and within the pharmacy discipline, specifically. PMID:24198864

  6. Instructor-Designed Tutorials-Meeting the Needs of Our Students

    NASA Astrophysics Data System (ADS)

    Brichta, J. P.; Bizheva, K.; Sanderson, J. H.; Holbrook, J.

    2009-03-01

    We have developed an easy-to-use online tutorial generator designed to allow instructors to make tutorials quickly and with a minimal learning curve. The motivation was to create a generator that would allow instructors to create tutorials as needed and possibly build up a bank of tutorials over a number of years. A key design feature of the online tutorials was the inclusion of branching pathways through the material to provide targeted remedial aid for conceptual difficulties as they appear. We tested the generator by creating a small number of online tutorials that focus on areas where typical first-year students encounter difficulty: vectors, Newton's second law, circular motion, and rotation. We found that students using the online tutorials achieved a better result on the related online quizzes and final exam questions for these topics. The results of our analysis indicate that the online tutorials have been partially successful at reinforcing these key concepts.

  7. Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom.

    PubMed

    Bossaer, John B; Panus, Peter; Stewart, David W; Hagemeier, Nick E; George, Joshua

    2016-03-25

    Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module. Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students experienced the same content in a primarily flipped classroom. Students were instructed to watch vodcasts (video podcasts) before in-class case studies but were not held accountable (ie, quizzed) for preclass preparation. Examination questions were identical in both cohorts. Performance on examination questions was compared between the two cohorts using analysis of covariance (ANCOVA), with prior academic performance variables (grade point average [GPA]) as covariates. Assessment. The students who experienced the flipped classroom approach performed poorer on examination questions than the cohort who experienced interactive lecture, with previous GPA used as a covariate. Conclusion. A flipped classroom does not necessarily improve student performance. Further research is needed to determine optimal classroom flipping techniques. PMID:27073284

  8. Course revision: from unidirectional knowledge to dynamic application.

    PubMed

    Phillippi, Julia C; Schorn, Mavis N

    2011-07-01

    There is a proliferation of educational technologies. Many nursing faculty want to incorporate new methods but lack information on best practices. The authors describe the course revision of an onsite course to move all unidirectional content transmission to an online course environment, thereby freeing up onsite course time for concept application and interactive quizzes using a classroom response system. The course revision had positive student evaluations and improved test scores. Students enjoyed being able to watch lectures when they were prepared to concentrate and felt the application of the content to patient care encouraged knowledge retention and application. This revision demonstrates effective use of a variety of teaching modalities to enhance student learning. PMID:21366167

  9. Developing a fully online course for senior medical students.

    PubMed

    Chapman, Chris; White, Casey B; Engleberg, Cary; Fantone, Joseph C; Cinti, Sandro K

    2011-05-06

    In 2002 the University of Michigan Medical School created a one-month course in advanced medical therapeutics (AMT). All senior medical students were required to complete the course. To provide some flexibility for students who were interviewing for residency positions the AMT course was created using a distance-learning model, and in the 2008-2009 academic year it was offered in a fully online format. The components of the course are weekly case-based modules, a weekly online seminar, quizzes based on modules and seminars, and a research project based on a therapeutic question. The paper discusses the development and components of the AMT course, a survey of fourth-year medical students who participated in the course between 2007 and 2010, and how the course evolved over three years.

  10. Can New Digital Technologies Support Parasitology Teaching and Learning?

    PubMed

    Jabbar, Abdul; Gasser, Robin B; Lodge, Jason

    2016-07-01

    Traditionally, parasitology courses have mostly been taught face-to-face on campus, but now digital technologies offer opportunities for teaching and learning. Here, we give a perspective on how new technologies might be used through student-centred teaching approaches. First, a snapshot of recent trends in the higher education is provided; then, a brief account is given of how digital technologies [e.g., massive open online courses (MOOCs), flipped classroom (FC), games, quizzes, dedicated Facebook, and digital badges] might promote parasitology teaching and learning in digital learning environments. In our opinion, some of these digital technologies might be useful for competency-based, self-regulated, learner-centred teaching and learning in an online or blended teaching environment. PMID:27131629

  11. Analysis of Soft Drinks: UV Spectrophotometry, Liquid Chromatography, and Capillary Electrophoresis

    NASA Astrophysics Data System (ADS)

    McDevitt, Valerie L.; Rodriguez, Alejandra; Williams, Kathryn R.

    1998-05-01

    Instrumental analysis students analyze commercial soft drinks in three successive laboratory experiments. First, UV multicomponent analysis is used to determine caffeine and benzoic acid in Mello YelloTM using the spectrophotometer's software and manually by the simultaneous equations method. The following week, caffeine, benzoic acid and aspartame are determined in a variety of soft drinks by reversed-phase liquid chromatography using 45% methanol/55% aqueous phosphate, pH 3.0, as the mobile phase. In the third experiment, the same samples are analyzed by capillary electrophoresis using a pH 9.4 borate buffer. Students also determine the minimum detection limits for all three compounds by both LC and CE. The experiments demonstrate the analytical use and limitations of the three instruments. The reports and prelab quizzes also stress the importance of the chemistry of the three compounds, especially the relationships of acid/base behavior and polarity to the LC and CE separations.

  12. Students' proofs of one-to-one and onto properties in introductory abstract algebra

    NASA Astrophysics Data System (ADS)

    Wheeler, Ann; Champion, Joe

    2013-12-01

    Learning to write formal mathematical proofs presents a major challenge to undergraduates. Students who have succeeded in algorithm-intensive courses such as calculus often find the abstract logic and nonprocedural nature of proof writing to be technically difficult, ambiguous and filled with potential errors and misconceptions. This mixed-methods study examines 23 undergraduate students' attempts to write one-to-one and onto proofs in an introductory abstract algebra course. Data collected consisted of six rounds of assessments on one-to-one and onto proofs, including homework, quizzes and exams. Using an existing framework of undergraduate proof writing, the researchers found that students' misconceptions and errors varied substantially by student and task, with one-to-one proofs presenting unique challenges. Implications for teaching and research include emphasis on the logic of proof approaches and providing structured proof frameworks to assist undergraduates with the procedural and conceptual challenges in learning to write proofs.

  13. A Module for Adaptive Course Configuration and Assessment in Moodle

    NASA Astrophysics Data System (ADS)

    Limongelli, Carla; Sciarrone, Filippo; Temperini, Marco; Vaste, Giulia

    Personalization and Adaptation are among the main challenges in the field of e-learning, where currently just few Learning Management Systems, mostly experimental ones, support such features. In this work we present an architecture that allows Moodle to interact with the Lecomps system, an adaptive learning system developed earlier by our research group, that has been working in a stand-alone modality so far. In particular, the Lecomps responsibilities are circumscribed to the sole production of personalized learning objects sequences and to the management of the student model, leaving to Moodle all the rest of the activities for course delivery. The Lecomps system supports the "dynamic" adaptation of learning objects sequences, basing on the student model, i.e., learner's Cognitive State and Learning Style. Basically, this work integrates two main Lecomps tasks into Moodle, to be directly managed by it: Authentication and Quizzes.

  14. Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom

    PubMed Central

    Panus, Peter; Stewart, David W.; Hagemeier, Nick E; George, Joshua

    2016-01-01

    Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module. Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students experienced the same content in a primarily flipped classroom. Students were instructed to watch vodcasts (video podcasts) before in-class case studies but were not held accountable (ie, quizzed) for preclass preparation. Examination questions were identical in both cohorts. Performance on examination questions was compared between the two cohorts using analysis of covariance (ANCOVA), with prior academic performance variables (grade point average [GPA]) as covariates. Assessment. The students who experienced the flipped classroom approach performed poorer on examination questions than the cohort who experienced interactive lecture, with previous GPA used as a covariate. Conclusion. A flipped classroom does not necessarily improve student performance. Further research is needed to determine optimal classroom flipping techniques. PMID:27073284

  15. Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom.

    PubMed

    Bossaer, John B; Panus, Peter; Stewart, David W; Hagemeier, Nick E; George, Joshua

    2016-03-25

    Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module. Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students experienced the same content in a primarily flipped classroom. Students were instructed to watch vodcasts (video podcasts) before in-class case studies but were not held accountable (ie, quizzed) for preclass preparation. Examination questions were identical in both cohorts. Performance on examination questions was compared between the two cohorts using analysis of covariance (ANCOVA), with prior academic performance variables (grade point average [GPA]) as covariates. Assessment. The students who experienced the flipped classroom approach performed poorer on examination questions than the cohort who experienced interactive lecture, with previous GPA used as a covariate. Conclusion. A flipped classroom does not necessarily improve student performance. Further research is needed to determine optimal classroom flipping techniques.

  16. Meeting Review: 2002 O'Reilly Bioinformatics Technology Conference

    PubMed Central

    2002-01-01

    At the end of January I travelled to the States to speak at and attend the first O’Reilly Bioinformatics Technology Conference [14]. It was a large, well-organized and diverse meeting with an interesting history. Although the meeting was not a typical academic conference, its style will, I am sure, become more typical of meetings in both biological and computational sciences. Speakers at the event included prominent bioinformatics researchers such as Ewan Birney, Terry Gaasterland and Lincoln Stein; authors and leaders in the open source programming community like Damian Conway and Nat Torkington; and representatives from several publishing companies including the Nature Publishing Group, Current Science Group and the President of O’Reilly himself, Tim O’Reilly. There were presentations, tutorials, debates, quizzes and even a ‘jam session’ for musical bioinformaticists. PMID:18628852

  17. The Cognitive Abilities Screening Instrument (CASI): a practical test for cross-cultural epidemiological studies of dementia.

    PubMed

    Teng, E L; Hasegawa, K; Homma, A; Imai, Y; Larson, E; Graves, A; Sugimoto, K; Yamaguchi, T; Sasaki, H; Chiu, D

    1994-01-01

    The Cognitive Abilities Screening Instrument (CASI) has a score range of 0 to 100 and provides quantitative assessment on attention, concentration, orientation, short-term memory, long-term memory, language abilities, visual construction, list-generating fluency, abstraction, and judgment. Scores of the Mini-Mental State Examination, the Modified Mini-Mental State Test, and the Hasegawa Dementia Screening Scale can also be estimated from subsets of the CASI items. Pilot testing conducted in Japan and in the United States has demonstrated its cross-cultural applicability and its usefulness in screening for dementia, in monitoring disease progression, and in providing profiles of cognitive impairment. Typical administration time is 15 to 20 minutes. Record form, manual, videotape of test administration, and quizzes to qualify potential users on the administration and scoring of the CASI are available upon request.

  18. How undergraduate medical students reflect on instructional practices and class attendance: a case study from the Shifa College of Medicine, Pakistan.

    PubMed

    Ahmed, Talat; Shaheen, Abida; Azam, Fahad

    2015-01-01

    The goal of this study was to assess student perceptions of a variety of instructional practices and attitudes toward class attendance. Data were obtained and analyzed by administering a questionnaire to students of the Shifa College of Medicine, Pakistan in 2011 and 2012. The subjects positively assessed most instructional practices, and in particular felt that teaching sessions conducted in small groups were more valuable than formal lectures in large groups. Students did not like having to give presentations, quizzes, panel discussions, and journal club. A positive correlation was found between the perceived importance of attendance and levels of academic motivation. Of the students surveyed, 11.8% were against mandatory attendance, saying that it reduced motivation and that attendance should be optional. In conclusion, the students had a positive perception of a range of instructional practices, and felt especially positively about practices that involve student activity in small groups. Programmatic improvement in instructional practices might increase class attendance.

  19. Online Activities for Enhancing Sex Education Curricula: Preliminary Evidence on the Effectiveness of the Abstinence and Contraception Education Storehouse.

    PubMed

    Raghupathy, Shobana; Klein, Charles; Card, Josefina

    2013-01-01

    The purpose of this research was to conduct a preliminary evaluation of the Abstinence and Contraception Education Storehouse (ACES), a digital, classroom-based resource designed to supplement existing sex education curricula with highly interactive materials such as video clips, multimedia polls and quizzes, and audiovisual demonstrations. 335 students ages 14-19 were randomly assigned to an ACES-based (treatment) or a standard (control) sex education curriculum. Data were collected at the onset of the intervention and 3-months after the completion of the intervention. Preliminary results were highly encouraging, with ACES participants who were sexually initiated at baseline reporting at the 3-month follow-up significant reductions in the number of times they had sex in the past four weeks. Both sexually initiated and non-sexually initiated youth who experienced the ACES curriculum also demonstrated greater intent to abstain from the sex during the follow-up period than those in the control group.

  20. Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

    NASA Astrophysics Data System (ADS)

    Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

    2016-06-01

    A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment StudentResearcher, which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum mechanics at the advanced university level. StudentResearcher is built upon the experiences gathered from workshops with the citizen science game Quantum Moves at the high-school and university level, where the games were used extensively to illustrate the basic concepts of quantum mechanics. The first test of this new virtual learning environment was a 2014 course in advanced quantum mechanics at Aarhus University with 47 enrolled students. We found increased learning for the students who were more active on the platform independent of their previous performances.

  1. Peer-assisted learning: filling the gaps in basic science education for preclinical medical students.

    PubMed

    Sammaraiee, Yezen; Mistry, Ravi D; Lim, Julian; Wittner, Liora; Deepak, Shantal; Lim, Gareth

    2016-09-01

    In contrast to peer-assisted learning (PAL) in clinical training, there is scant literature on the efficacy of PAL during basic medical sciences teaching for preclinical students. A group of senior medical students aimed to design and deliver clinically oriented small-group tutorials after every module in the preclinical curriculum at a United Kingdom medical school. Twenty tutorials were delivered by senior students throughout the year to first- and second-year students. A baseline questionnaire was delivered to inform the development of the program followed by an end-point questionnaire the next year (n = 122). Quizzes were administered before and after five separate tutorials to assess changes in mean student scores. Additionally, each tutorial was evaluated via a questionnaire for participants (n = 949). All five posttutorial quizzes showed a significant improvement in mean student score (P < 0.05). Questionnaires showed students found the program to be relevant and useful for revision purposes and appreciated how tutorials contextualized basic science to clinical medicine. Students appreciated the interactive nature of the sessions and found receiving personalized feedback about their learning and consolidating information with someone familiar with the material to be useful. With the inclusion of the program, students felt there were now an adequate number of tutorials during the year. In conclusion, this study shows that senior medical students can design and deliver a program that adds value to the mostly lecture-based formal preclinical curriculum. We hope that our study can prompt further work to explore the effect of PAL on the teaching of basic sciences during preclinical studies.

  2. Learner factors associated with radical conceptual change among undergraduates

    NASA Astrophysics Data System (ADS)

    Olson, Joanne Kay

    Students frequently enter learning situations with knowledge inconsistent with scientific views. One goal of science instruction is to enable students to construct scientifically accepted ideas while rejecting inaccurate constructs. This process is called conceptual change. This study examined factors associated with students at three levels of conceptual change to elucidate possible influences on the conceptual change process. Factors studied included motivation (including utility value, interest, attainment value, mood, self efficacy, and task difficulty), prior experiences with science, perceptions of the nature of science, connections to objects or events outside the classroom, and specific activities that helped students learn. Four science classes for undergraduate preservice elementary teachers participated in the study, conducted during a three week unit on electricity. Data sources included concept maps, drawings, reflective journal entries, quizzes, a science autobiography assignment, and interviews. Concept maps, drawings, and quizzes were analyzed, and students were placed into high, moderate, and low conceptual change groups. Of the ninety-eight students in the study, fifty-seven were interviewed. Perhaps the most important finding of this study relates to the assessment of conceptual change. Interviews were conducted two months after the unit, and many items on the concept maps had decayed from students' memories. This indicates that time is an important factor. In addition, interview-derived data demonstrated conceptual change levels; concept maps were insufficient to indicate the depth of students' understanding. Factors associated with conceptual change include self efficacy and interest in topic. In addition, moderate conceptual change students cited specific activities as having helped them learn. Low and high students focused on the method of instruction rather than specific activities. Factors not found to be associated with conceptual change

  3. Weaving together peer assessment, audios and medical vignettes in teaching medical terms

    PubMed Central

    Khan, Lateef M.

    2015-01-01

    Objectives The current study aims at exploring the possibility of aligning peer assessment, audiovisuals, and medical case-report extracts (vignettes) in medical terminology teaching. In addition, the study wishes to highlight the effectiveness of audio materials and medical history vignettes in preventing medical students' comprehension, listening, writing, and pronunciation errors. The study also aims at reflecting the medical students' attitudes towards the teaching and learning process. Methods The study involved 161 medical students who received an intensive medical terminology course through audio and medical history extracts. Peer assessment and formative assessment platforms were applied through fake quizzes in a pre- and post-test manner. An 18-item survey was distributed amongst students to investigate their attitudes and feedback towards the teaching and learning process. Quantitative and qualitative data were analysed using the SPSS software. Results The students did better in the posttests than on the pretests for both the quizzes of audios and medical vignettes showing a t-test of -12.09 and -13.60 respectively. Moreover, out of the 133 students, 120 students (90.22%) responded to the survey questions. The students gave positive attitudes towards the application of audios and vignettes in the teaching and learning of medical terminology and towards the learning process. Conclusions The current study revealed that the teaching and learning of medical terminology have more room for the application of advanced technologies, effective assessment platforms, and active learning strategies in higher education. It also highlights that students are capable of carrying more responsibilities of assessment, feedback, and e-learning. PMID:26637986

  4. Do screencasts help to revise prerequisite mathematics? An investigation of student performance and perception

    NASA Astrophysics Data System (ADS)

    Loch, Birgit; Jordan, Camilla R.; Lowe, Tim W.; Mestel, Ben D.

    2014-02-01

    Basic calculus skills that are prerequisites for advanced mathematical studies continue to be a problem for a significant proportion of higher education students. While there are many types of revision material that could be offered to students, in this paper we investigate whether short, narrated video recordings of mathematical explanations (screencasts) are a useful tool to enhance student learning when revisiting prerequisite topics. We report on the outcomes of a study that was designed to both measure change in student performance before and after watching screencasts, and to capture students' perception of the usefulness of screencasts in their learning. Volunteers were recruited from students enrolled on an entry module for the Mathematics Master of Science programme at the Open University to watch two screencasts sandwiched between two online calculus quizzes. A statistical analysis of student responses to the quizzes shows that screencasts can have a positive effect on student performance. Further analysis of student feedback shows that student confidence was increased by watching the screencasts. Student views on the value of screencasts for their learning indicated that they appreciated being able to watch a problem being solved and explained by an experienced mathematician; hear the motivation for a particular problem-solving approach; engage more readily with the material being presented, thereby retaining it more easily. The positive student views and impact on student scores indicate that short screencasts could play a useful role in revising prerequisite mathematics.

  5. Evaluation of usage of virtual microscopy for the study of histology in the medical, dental, and veterinary undergraduate programs of a UK University.

    PubMed

    Gatumu, Margaret K; MacMillan, Frances M; Langton, Philip D; Headley, P Max; Harris, Judy R

    2014-01-01

    This article describes the introduction of a virtual microscope (VM) that has allowed preclinical histology teaching to be fashioned to better suit the needs of approximately 900 undergraduate students per year studying medicine, dentistry, or veterinary science at the University of Bristol, United Kingdom. Features of the VM implementation include: (1) the facility for students and teachers to make annotations on the digital slides; (2) in-house development of VM-based quizzes that are used for both formative and summative assessments; (3) archiving of teaching materials generated each year, enabling students to access their personalized learning resources throughout their programs; and (4) retention of light microscopy capability alongside the VM. Student feedback on the VM is particularly positive about its ease of use, the value of the annotation tool, the quizzes, and the accessibility of all components off-campus. Analysis of login data indicates considerable, although variable, use of the VM by students outside timetabled teaching. The median number of annual logins per student account for every course exceeded the number of timetabled histology classes for that course (1.6–3.5 times). The total number of annual student logins across all cohorts increased from approximately 9,000 in the year 2007–2008 to 22,000 in the year 2010–2011. The implementation of the VM has improved teaching and learning in practical classes within the histology laboratory and facilitated consolidation and revision of material outside the laboratory. Discussion is provided of some novel strategies that capitalize on the benefits of introducing a VM, as well as strategies adopted to overcome some potential challenges.

  6. A virtual tornadic thunderstorm enabling students to construct knowledge about storm dynamics through data collection and analysis

    NASA Astrophysics Data System (ADS)

    Gallus, W. A., Jr.; Cervato, C.; Cruz-Neira, C.; Faidley, G.

    2006-06-01

    A visually realistic tornadic supercell thunderstorm has been constructed in a fully immersive virtual reality environment to allow students to better understand the complex small-scale dynamics present in such a storm through data probing. Less-immersive versions have been created that run on PCs, facilitating broader dissemination. The activity has been tested in introductory meteorology classes over the last four years. An exercise involving the virtual storm was first used by a subset of students from a large introductory meteorology course in spring 2002. Surveys were used at that time to evaluate the impact of this activity as a constructivist learning tool. More recently, data probe capabilities were added to the virtual storm activity enabling students to take measurements of temperature, wind, pressure, relative humidity, and vertical velocity at any point within the 3-D volume of the virtual world, and see the data plotted via a graphical user interface. Similar surveys applied to groups of students in 2003 and 2004 suggest that the addition of data probing improved the understanding of storm-scale features, but the improved understanding may not be statistically significant when evaluated using quizzes reflecting short-term retention. The use of the activity was revised in 2005 to first have students pose scientific questions about these storms and think about a scientific strategy to answer their questions before exploring the storm. Once again, scores on quizzes for students who used the virtual storm activity were slightly better than those of students who were exposed to only a typical lecture, but differences were not statistically significant.

  7. A Comparison of Online and On-Ground Student Performance in Calculus-based Physics I

    NASA Astrophysics Data System (ADS)

    Schwortz, Andria C.

    2011-05-01

    The validity and rigor of online courses is an open question in higher education, with each institution applying different interpretations of grades received and making different decisions about whether online courses should be accepted in the transfer process. These discrepancies in institutional opinion are at times based upon the realities of variety in instructional methods or student self-selection into a course they view as an "easy A", but at times they do a disservice to online classes and students. Quinsigamond Community College, located in Worcester, Massachusetts, is now offering an online section of freshman calculus-based mechanics (General Physics I, PHY 105). During Spring 2011, the author teaches both the online and on-ground sections of the course. Content in the online section is communicated by videos recorded during class sessions in Spring 2010, and both sections perform on-ground labs and take quizzes and exams on-ground. The author is currently studying student outcomes in the two sections to determine the effectiveness of instruction in the different modalities. Preliminary findings will be presented, including analysis of grades in quizzes, online homework (MasteringPhysics), and labs, and comparisons of student problem solving methods and visual representations of problems (such as Free Body Diagrams). The effect of self-selection will also be investigated using open-ended surveys and pretests. Sample size of the two courses consisted of approximately 20 students online and 25 on-ground, with the students commingled into two lab sections of approximately equal size. Support for this project was provided by Quinsigamond Community College. This project received approval by QCC's Institutional Review Board; data presented are either in aggregate form, or are used with informed consent of the participants.

  8. Outcomes from building system courseware for teaching and testing in a discipline-based human structure curriculum.

    PubMed

    Reilly, Frank D

    2011-01-01

    This study investigated the educational benefits of system-based lecture notes and interactive learning objects in a peripheral nervous system component of a traditional first-year medical school human anatomy course. The impetus for the investigation was anecdotal evidence suggesting enhanced learner satisfaction with the learning resources. Retrospective review of existing data from 2006 to 2009 was undertaken to quantify (1) the effects of Web-based system courseware on examination item performance, and (2) differences among learner opinions regarding the benefit level of the five different types of interactive learning objects as evaluated by instructional design questionnaires. Interactive patient-based case studies (IPCS) and review games (Games), simulated interactive patients (SIP), flashcards, and unit quizzes (Quizzes) developed in-house have been peer-reviewed and published in MedEdPORTAL. Statistics included one-way analysis of variance, Tukey's post hoc test, and power meta-analysis (d). Examination item analysis scores remained significantly higher (P ≤ 0.05; d = 0.3938) for learners receiving the instructional treatment incorporating system-based lecture notes and interactive learning objects than for those not receiving this treatment. Using questionnaires with a five-point Likert scale, students reported favorably on the benefit level of all learning objects. They rated the SIP and IPCS significantly higher (P ≤0.05) and games significantly lower (P ≤ 0.05) than in previous years, indicating a change in learner preferences. This study reaffirms that online system-based instructional techniques improve student examination performance and overall student satisfaction. Learners indicated stronger preferences for SIP and IPCS over exercises encouraging passive memorization of anatomical content. PMID:21618444

  9. A teaching intervention for reading laboratory experiments in college-level introductory chemistry

    NASA Astrophysics Data System (ADS)

    Kirk, Maria Kristine

    The purpose of this study was to determine the effects that a pre-laboratory guide, conceptualized as a "scientific story grammar," has on college chemistry students' learning when they read an introductory chemistry laboratory manual and perform the experiments in the chemistry laboratory. The participants (N = 56) were students enrolled in four existing general chemistry laboratory sections taught by two instructors at a women's liberal arts college. The pre-laboratory guide consisted of eight questions about the experiment, including the purpose, chemical species, variables, chemical method, procedure, and hypothesis. The effects of the intervention were compared with those of the traditional pre-laboratory assignment for the eight chemistry experiments. Measures included quizzes, tests, chemistry achievement test, science process skills test, laboratory reports, laboratory average, and semester grade. The covariates were mathematical aptitude and prior knowledge of chemistry and science processes, on which the groups differed significantly. The study captured students' perceptions of their experience in general chemistry through a survey and interviews with eight students. The only significant differences in the treatment group's performance were in some subscores on lecture items and laboratory items on the quizzes. An apparent induction period was noted, in that significant measures occurred in mid-semester. Voluntary study with the pre-laboratory guide by control students precluded significant differences on measures given later in the semester. The groups' responses to the survey were similar. Significant instructor effects on three survey items were corroborated by the interviews. The researcher's students were more positive about their pre-laboratory tasks, enjoyed the laboratory sessions more, and were more confident about doing chemistry experiments than the laboratory instructor's groups due to differences in scaffolding by the instructors.

  10. Patient-centered Care.

    PubMed

    Reynolds, April

    2009-01-01

    Patient-centered care focuses on the patient and the individual's particular health care needs. The goal of patient-centered health care is to empower patients to become active participants in their care. This requires that physicians, radiologic technologists and other health care providers develop good communication skills and address patient needs effectively. Patient-centered care also requires that the health care provider become a patient advocate and strive to provide care that not only is effective but also safe. For radiologic technologists, patient-centered care encompasses principles such as the as low as reasonably achievable (ALARA) concept and contrast media safety. Patient-centered care is associated with a higher rate of patient satisfaction, adherence to suggested lifestyle changes and prescribed treatment, better outcomes and more cost-effective care. This article is a Directed Reading. Your access to Directed Reading quizzes for continuing education credit is determined by your area of interest. For access to other quizzes, go to www.asrt.org/store. According to one theory, most patients judge the quality of their healthcare much like they rate an airplane flight. They assume that the airplane is technically viable and is being piloted by competent people. Criteria for judging a particular airline are personal and include aspects like comfort, friendly service and on-time schedules. Similarly, patients judge the standard of their healthcare on nontechnical aspects, such as a healthcare practitioner's communication and "soft skills." Most are unable to evaluate a practitioner's level of technical skill or training, so the qualities they can assess become of the utmost importance in satisfying patients and providing patient-centered care.(1). PMID:19901351

  11. Controversies in the Hydrosphere: an iBook exploring current global water issues for middle school classrooms

    NASA Astrophysics Data System (ADS)

    Dufoe, A.; Guertin, L. A.

    2012-12-01

    This project looks to help teachers utilize iPad technology in their classrooms as an instructional tool for Earth system science and connections to the Big Ideas in Earth Science. The project is part of Penn State University's National Science Foundation (NSF) Targeted Math Science Partnership grant, with one goal of the grant to help current middle school teachers across Pennsylvania engage students with significant and complex questions of Earth science. The free Apple software iBooks Author was used to create an electronic book for the iPad, focusing on a variety of controversial issues impacting the hydrosphere. The iBook includes image slideshows, embedded videos, interactive images and quizzes, and critical thinking questions along Bloom's Taxonomic Scale of Learning Objectives. Outlined in the introductory iBook chapters are the Big Ideas of Earth System Science and an overview of Earth's spheres. Since the book targets the hydrosphere, each subsequent chapter focuses on specific water issues, including glacial melts, aquifer depletion, coastal oil pollution, marine debris, and fresh-water chemical contamination. Each chapter is presented in a case study format that highlights the history of the issue, the development and current status of the issue, and some solutions that have been generated. The next section includes critical thinking questions in an open-ended discussion format that focus on the Big Ideas, proposing solutions for rectifying the situation, and/or assignments specifically targeting an idea presented in the case study chapter. Short, comprehensive multiple-choice quizzes are also in each chapter. Throughout the iBook, students are free to watch videos, explore the content and form their own opinions. As a result, this iBook fulfills the grant objective by engaging teachers and students with an innovative technological presentation that incorporates Earth system science with current case studies regarding global water issues.

  12. Peer-assisted learning: filling the gaps in basic science education for preclinical medical students.

    PubMed

    Sammaraiee, Yezen; Mistry, Ravi D; Lim, Julian; Wittner, Liora; Deepak, Shantal; Lim, Gareth

    2016-09-01

    In contrast to peer-assisted learning (PAL) in clinical training, there is scant literature on the efficacy of PAL during basic medical sciences teaching for preclinical students. A group of senior medical students aimed to design and deliver clinically oriented small-group tutorials after every module in the preclinical curriculum at a United Kingdom medical school. Twenty tutorials were delivered by senior students throughout the year to first- and second-year students. A baseline questionnaire was delivered to inform the development of the program followed by an end-point questionnaire the next year (n = 122). Quizzes were administered before and after five separate tutorials to assess changes in mean student scores. Additionally, each tutorial was evaluated via a questionnaire for participants (n = 949). All five posttutorial quizzes showed a significant improvement in mean student score (P < 0.05). Questionnaires showed students found the program to be relevant and useful for revision purposes and appreciated how tutorials contextualized basic science to clinical medicine. Students appreciated the interactive nature of the sessions and found receiving personalized feedback about their learning and consolidating information with someone familiar with the material to be useful. With the inclusion of the program, students felt there were now an adequate number of tutorials during the year. In conclusion, this study shows that senior medical students can design and deliver a program that adds value to the mostly lecture-based formal preclinical curriculum. We hope that our study can prompt further work to explore the effect of PAL on the teaching of basic sciences during preclinical studies. PMID:27445276

  13. Teaching Astronomy using a Flipped Classroom Model of Instruction

    NASA Astrophysics Data System (ADS)

    Wenger, Matthew; Impey, Chris D.; Rivera Chavez, Wendy

    2014-11-01

    Astronomy: State of the Art is a MOOC specifically developed to study student participation in an online learning environment. The project aims to serve multiple audiences of learners. For this project we focused on college students who use the online environment for lectures and quizzes but whose classroom time is devoted to hands-on activities and group work; this is the “flipped classroom” model.In spring 2014, Astronomy: State of the Art was co-convened with “The Physical Universe,” a Natural Sciences course taught at the University of Arizona that satisfies a General Education requirement for non-science majors. Using the same core material as Astronomy - State of the Art (with additional modules on the physics of radiation, atomic structure, energy, and gravity that are not necessary for the informal learners), the local course employed a “flipped” model where the students access lectures and podcasts online but are in a face-to-face classroom two times a week for labs and hands-on activities, lecture tutorials, group discussions, and other research-validated tools for enhancing learning. A flipped or hybrid model gives students flexibility, uses the online medium for the aspects of instruction where interaction with an instructor isn’t required, and optimizes the scarce resource of time in a large classroom.Final student grades were closely related to their attendance, however, performance in this class was not correlated with completion of the online video lectures, even though the quizzes were closely tied to the content of these videos. The course will next be taught using Coursera which allow instructors to more closely examine the relationship between students use of course materials and understanding of course topics. The eventual goal is to recruit undergraduates from anywhere in the United States and award them transferrable credit for completing the class.

  14. Using 3D modeling techniques to enhance teaching of difficult anatomical concepts

    PubMed Central

    Pujol, Sonia; Baldwin, Michael; Nassiri, Joshua; Kikinis, Ron; Shaffer, Kitt

    2016-01-01

    Rationale and Objectives Anatomy is an essential component of medical education as it is critical for the accurate diagnosis in organs and human systems. The mental representation of the shape and organization of different anatomical structures is a crucial step in the learning process. The purpose of this pilot study is to demonstrate the feasibility and benefits of developing innovative teaching modules for anatomy education of first-year medical students based on 3D reconstructions from actual patient data. Materials and Methods A total of 196 models of anatomical structures from 16 anonymized CT datasets were generated using the 3D Slicer open-source software platform. The models focused on three anatomical areas: the mediastinum, the upper abdomen and the pelvis. Online optional quizzes were offered to first-year medical students to assess their comprehension in the areas of interest. Specific tasks were designed for students to complete using the 3D models. Results Scores of the quizzes confirmed a lack of understanding of 3D spatial relationships of anatomical structures despite standard instruction including dissection. Written task material and qualitative review by students suggested that interaction with 3D models led to a better understanding of the shape and spatial relationships among structures, and helped illustrate anatomical variations from one body to another. Conclusion The study demonstrates the feasibility of one possible approach to the generation of 3D models of the anatomy from actual patient data. The educational materials developed have the potential to supplement the teaching of complex anatomical regions and help demonstrate the anatomic variation among patients. PMID:26897601

  15. Effects of Numbered Heads Together on the Daily Quiz Scores and On-Task Behavior of Students with Disabilities

    ERIC Educational Resources Information Center

    Haydon, Todd; Maheady, Lawrence; Hunter, William

    2010-01-01

    Previous research has demonstrated that Numbered Heads Together, a cooperative learning strategy, is more effective than traditional teacher-led instruction in academic areas such as social studies and science. The current study compared the effects of two types of Numbered Heads Together strategies with a baseline condition during 7th grade…

  16. Knowledge of asthma guidelines: results of a UK General Practice Airways Group (GPIAG) web-based 'Test your Knowledge' quiz.

    PubMed

    Pinnock, Hilary; Holmes, Steve; Levy, Mark L; McArthur, Ruth; Small, Iain

    2010-06-01

    A web-based questionnaire, comprising 11 multiple choice questions, tested the knowledge of visitors to the General Practice Airways Group (GPIAG) online summary of the British Asthma guideline. On average, the 413 respondents answered less than half the questions correctly. GP scores were significantly lower than practice nurses. Improving clinicians' knowledge of asthma is a prerequisite for improving management.

  17. How Much Do You Know about Teen Sexual Behavior? A True-False Quiz. Fact Sheet. Publication 2008-31

    ERIC Educational Resources Information Center

    Holcombe, Emily; Peterson, Kristen; Manlove, Jennifer

    2008-01-01

    Despite media attention to teen sexual behavior and public concern about its consequences, the public is surprisingly ill-informed or misinformed on the subject. Yet without the facts, it is difficult to develop effective approaches to curb risky sexual behaviors and prevent teen pregnancy and STI transmission. This paper presents a true or false…

  18. Live Webcasts from CERN and ESO for European Science and Technology Week

    NASA Astrophysics Data System (ADS)

    2002-10-01

    people's daily lives by showing in an entertaining way how the behaviour of electrons in silicon was essential to the development of transistors and thus to computers, for example. How new medicines are developed by looking at the genome of malaria-carrying mosquitoes, and how cancer can be diagnosed and treated with particle beams. People will be amazed to discover how everyday products such as cosmetics are developed using advanced scientific instruments like synchrotron radiation sources. And how fashion and design will be soon revolutionised by a new fabric made of the same optical fibre used for advanced computer networks. The excitement of the Internet audience will be maintained thanks to live quiz shows for 15 to 19 year-old Europeans in the studio and online, with top-tech prizes to win. Sci-tech... couldn't be without it! will show the next generation of technology users how fundamental research is relevant to everyday life, and draw attention to the fascinating opportunities that lie ahead in the world of research and development. WATCH THE LIVE WEBCASTS and take part in the Online quizzes: * Thursday 7 November at 10:00 hrs CET in Italian * Thursday 7 November at 15:00 hrs CET in French * Friday 8 November at 15:00 hrs CET in English on http://www.cern.ch/sci-tech For more information on the webcasts and the Sci-tech... couldn't be without it! project, contact: paola.catapano@cern.ch Catch A Star! Go to the Catch a Star! educational programme Another interesting webcast can be followed on Friday, November 8, 2002, from 13:00 hrs CET (in English) at: http://www.eso.org/public/outreach/eduoff/cas/cas2002/cas-webcast.html Earlier this year, the European Southern Observatory (ESO) and the European Association for Astronomy Education (EAAE) invited all students in Europe's schools to the exciting Catch A Star! web-based educational programme with a competition. It takes place within the context of the EC-sponsored European Week of Science and Technology (EWST

  19. Live Webcasts from CERN and ESO for European Science and Technology Week

    NASA Astrophysics Data System (ADS)

    2002-10-01

    people's daily lives by showing in an entertaining way how the behaviour of electrons in silicon was essential to the development of transistors and thus to computers, for example. How new medicines are developed by looking at the genome of malaria-carrying mosquitoes, and how cancer can be diagnosed and treated with particle beams. People will be amazed to discover how everyday products such as cosmetics are developed using advanced scientific instruments like synchrotron radiation sources. And how fashion and design will be soon revolutionised by a new fabric made of the same optical fibre used for advanced computer networks. The excitement of the Internet audience will be maintained thanks to live quiz shows for 15 to 19 year-old Europeans in the studio and online, with top-tech prizes to win. Sci-tech... couldn't be without it! will show the next generation of technology users how fundamental research is relevant to everyday life, and draw attention to the fascinating opportunities that lie ahead in the world of research and development. WATCH THE LIVE WEBCASTS and take part in the Online quizzes: * Thursday 7 November at 10:00 hrs CET in Italian * Thursday 7 November at 15:00 hrs CET in French * Friday 8 November at 15:00 hrs CET in English on http://www.cern.ch/sci-tech For more information on the webcasts and the Sci-tech... couldn't be without it! project, contact: paola.catapano@cern.ch Catch A Star! Go to the Catch a Star! educational programme Another interesting webcast can be followed on Friday, November 8, 2002, from 13:00 hrs CET (in English) at: http://www.eso.org/public/outreach/eduoff/cas/cas2002/cas-webcast.html Earlier this year, the European Southern Observatory (ESO) and the European Association for Astronomy Education (EAAE) invited all students in Europe's schools to the exciting Catch A Star! web-based educational programme with a competition. It takes place within the context of the EC-sponsored European Week of Science and Technology (EWST

  20. 10 years of Terra Outreach over the Internet

    NASA Astrophysics Data System (ADS)

    Yuen, K.; Riebeek, H.; Chambers, L. H.

    2009-12-01

    hurricane. All the images, including the Blue Marble, were made free and available to the public through the Earth Observatory, Visible Earth, the NASA Photojournal, and MODIS Rapid Response. Another distinctly unique web project was the MISR Mystery Image quizzes or more popularly known as "Where on Earth?..." These quizzes allowed a loyal audience base to embark upon a geographical adventure with MISR. The puzzles were designed to inspire understanding of the physical, biological and human processes that influence our home planet and cover topics from Archaeology to Zoology.

  1. Regulating social interactions: Developing a functional theory of collaboration

    NASA Astrophysics Data System (ADS)

    Borge, Marcela

    A role-playing intervention was developed and implemented in a fifth grade classroom. The goal of the intervention was to address serious problems that researchers have connected to dysfunctional collaborative interactions. These problems include an inability to: engage in important aspects of argumentation and communication, monitor and regulate group processes, and ensure equity in participation. To this end, a comprehensive theory of collaboration was presented to students through the use of four sociocognitive roles: mediation manager, collaboration manager, communication manager, and productivity manager. Each role came with a written guide that included specific goals and strategies related to the role. Metacognitive activities, including planning and reflection, were also used during class sessions to support students' understanding and role-use. Each of the students in the class was assigned one of the roles to manage during a two part collaborative science project. Students took quizzes on the roles and provided verbal and written feedback about their role-use and metacognitive activities. Students from one of the video-recorded groups were also interviewed after the intervention. Analyses of data from video sessions, quizzes, and interviews supported three important findings: (1) students were able to learn goals, and strategies for all of the roles, even though they only managed a single role, (2) students demonstrated the ability to take the information they learned and put it into practice, and (3) when students employed the roles while their group was working, members of the group accepted the role-use. These findings related to the learning and utilization of the roles are important because they: (1) imply that the intervention was successful at developing students' knowledge of the theory of collaboration that the roles represented, (2) indicate that students used this knowledge to monitor and regulate behaviors in an authentic context, and (3

  2. Development of a transferable student engagement and knowledge retention framework for the earth sciences

    NASA Astrophysics Data System (ADS)

    Palsole, Sunay Vasant

    The earth sciences play an important role in engaging students in science and in science, technology, engineering and mathematics (STEM) disciplines, because of the integrative nature of the disciplines. It then becomes important for us to provide an engaging experience for students taking earth science courses, because it serves a dual purpose of possibly increasing new majors in the discipline and helping to create a science literate population. Given that a majority of students in the larger introductory courses are non-majors, it behooves us to explore alternative engagement techniques and measure their efficacy in student engagement, which in turn can help inform instructional design for advanced geoscience courses. This study focused on creating a highly engaging course using inquiry based learning scenarios inter-spread throughout the semester along with heuristic quizzes (a series of questions in a specific sequence that map to a process) with very specific feedback that help students understand the development of the earth processes. Along with the heuristic quizzes, the course was transformed into an active learning based hybrid course, where the didactic content was uploaded and made available to the students using a learning management system and class time was spent working on application exercises that were developed by me. I chose specific scenarios and processes that the students could possibly encounter in the greater El Paso region to provide a local and situational aspect to the exercises. The course and instructional design process followed a period of 18 months with each semester providing data to jigsaw into the final design. Student performance data, both qualitative (self efficacy, self reported engagement ) as well as quantitative scales (performance on assessments, course grades) was collected over the entire development period. Comparative data of the hybrid course and a traditional course indicate improved student performance in the

  3. The use software ERGOSHOW in the education of health and safety at work to regardin the safety to children.

    PubMed

    Zanuncio, Sharinna Venturim; Mafra, Simone Caldas Tavares; Rebelo, Francisco; Filgueiras, Ernesto

    2012-01-01

    It is believed that health and safety of workers should be worked with children and early teenagers, the perspective that adults are more aware of these issues by providing them with health and quality of life in their daily lives, this is want the ERGOSHOW. The choice of media means for transmitting content of Ergonomics, Health and Safety (OSH) is justified because of the great popularity of computer games are among the public of the study, thereby providing a greater assimilation of the content worked. Therefore, the aim of this study was to work with OSH issues related to children between 08 and 12 years old, city of, State of Minas Gerais, Brazil. To achieve this we used the software ERGOSHOW, quizzes, and lecture. One can see that the use of multimedia tools in the learning, especially when considering the reports of mothers according to the different behavior of children after the development of activities, such as parents in correcting posture in relation to computer use.

  4. Effective, Active Learning Strategies for the Oceanography Classroom

    NASA Astrophysics Data System (ADS)

    Dmochowski, J. E.; Marinov, I.

    2014-12-01

    A decline in enrollment in STEM fields at the university level has prompted extensive research on alternative ways of teaching and learning science. Inquiry-based learning as well as the related "flipped" or "active" lectures, and similar teaching methods and philosophies have been proposed as more effective ways to disseminate knowledge in science classes than the traditional lecture. We will provide a synopsis of our experiences in implementing some of these practices into our Introductory Oceanography, Global Climate Change, and Ocean Atmosphere Dynamics undergraduate courses at the University of Pennsylvania, with both smaller and larger enrollments. By implementing tools such as at-home modules; computer labs; incorporation of current research; pre- and post-lecture quizzes; reflective, qualitative writing assignments; peer review; and a variety of in-class learning strategies, we aim to increase the science literacy of the student population and help students gain a more comprehensive knowledge of the topic, enhance their critical thinking skills, and correct misconceptions. While implementing these teaching techniques with college students is not without complications, we argue that a blended class that flexibly and creatively accounts for class size and science level improves the learning experience and the acquired knowledge. We will present examples of student assignments and activities as well as describe the lessons we have learned, and propose ideas for moving forward to best utilize innovative teaching tools in order to increase science literacy in oceanography and other climate-related courses.

  5. Can mobile phone messages to drug sellers improve treatment of childhood diarrhoea?--A randomized controlled trial in Ghana.

    PubMed

    Friedman, Willa; Woodman, Benjamin; Chatterji, Minki

    2015-03-01

    Oral rehydration solution (ORS) and zinc are the recommended treatment in developing countries for the management of uncomplicated diarrhoea in children under five (World Health Organization and UNICEF 2004). However, drug sellers often recommend costly and unnecessary treatments instead. This article reports findings from an experiment to encourage licensed chemical sellers (LCS) in Ghana to recommend ORS and zinc for the management of childhood diarrhoea. The intervention consisted of mobile phone text messages (Short Message Service or SMS) sent to a randomly assigned group of LCS who had been trained on the diarrhoea management protocols recommended by the World Health Organization (WHO). The SMS campaign comprised informational messages and interactive quizzes sent over an 8-week period. The study measured the impact of the SMS messages on both reported and actual practices. Analysis of data from both face-to-face interviews and mystery client visits shows that the SMS intervention improved providers' self-reported practices but not their actual practices. The study also finds that actual practices deviate substantially from reported practices. PMID:25759456

  6. An educational portal to facilitate statistical literacy for the Malaysian community

    NASA Astrophysics Data System (ADS)

    Bahardin, Nadiah; Ismail, Zaleha; Abidin, Nur Liyana Zainal

    2015-02-01

    In the last decades, a considerable number of studies investigated the teaching and learning of statistics. The implications of these studies have changed the content and structure of statistics. Hence, the applications of statistics to understand the world around us should be followed by the learning of statistical concepts so that the students are aware that statistics is an important tool to solve practical life problems. There must be some platform such as materials or articles that discuss explicitly the applications of statistics in various area that reach of students. An educational web portal by the name of Dunia Matematik has been delegated to meet this need. Apart from the sections which provide numerous articles that portray statistics in real life, the portal also provides articles on history in mathematics, popular mathematicians, online quizzes, technology in mathematics education and arts in mathematics. Based on ARCS model on motivation, the four components of the model, namely attention, relevance, confidence and satisfaction are integrated in the design of the articles and activities. A rich collection of such resources which present authentic data could supplement text book materials which heavily focus onto statistical concepts and procedures. Besides motivating learning, it is expected that the web portal has the potential to develop statistical literacy, an ability to comprehend and infer the data. The final part of the paper will describe some resources that have been developed.

  7. Astronomy for Astronomical Numbers - Education and Public Outreach with Massive Open Online Classes

    NASA Astrophysics Data System (ADS)

    Impey, C.; Buxner, S.; Wenger, M.; Formanek, M.

    2015-12-01

    Massive Open Online Classes (MOOCs) represent a powerful new mode of education and public outreach. While early hype has often given way to disappointment over the typically low completion rates, retaining the interest of free-choice learners is always a challenge, and the worldwide reach and low cost of of these online classes is a democratizing influence in higher education. We have used providers Udemy and Coursera to reach over 60,000 adults with an astronomy course that covers the recent research results across the subject from comets to cosmology. In addition to measures of participation, completion, and performance, we have administered surveys of the learners that measure science literacy, attitudes towards science and technology, and sources of information about science. Beyond the usual core of video lectures and quizzes, we have used peer reviewed writing assignments, observing project, and citizen science to create a richer learning environment. Research on MOOCs is still in its early stages, but we hope to learn what factors contribute most to student engagement and completion in these online settings.

  8. Effects of a research-infused botanical curriculum on undergraduates' content knowledge, STEM competencies, and attitudes toward plant sciences.

    PubMed

    Ward, Jennifer Rhode; Clarke, H David; Horton, Jonathan L

    2014-01-01

    In response to the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors' courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated curricular modules based on undergraduate researchers' field and laboratory projects. Our goals were to 1) teach botanical concepts, from cells to ecosystems; 2) strengthen competencies in statistical analysis and scientific writing; 3) pique plant science interest; and 4) allow all undergraduates to contribute to genuine research. Our series of inquiry-centered exercises mitigated potential faculty barriers to adopting research-rich curricula, facilitating teaching/research balance by gathering publishable scholarly data during laboratory class periods. Student competencies were assessed with pre- and postcourse quizzes and rubric-graded papers, and attitudes were evaluated with pre- and postcourse surveys. Our revised curriculum increased students' knowledge and awareness of plant science topics, improved scientific writing, enhanced statistical knowledge, and boosted interest in conducting research. More than 300 classroom students have participated in our program, and data generated from these modules' assessment allowed faculty and students to present 28 contributed talks or posters and publish three papers in 4 yr. Future steps include analyzing the effects of repeated module exposure on student learning and creating a regional consortium to increase our project's pedagogical impact.

  9. Can mobile phone messages to drug sellers improve treatment of childhood diarrhoea?--A randomized controlled trial in Ghana.

    PubMed

    Friedman, Willa; Woodman, Benjamin; Chatterji, Minki

    2015-03-01

    Oral rehydration solution (ORS) and zinc are the recommended treatment in developing countries for the management of uncomplicated diarrhoea in children under five (World Health Organization and UNICEF 2004). However, drug sellers often recommend costly and unnecessary treatments instead. This article reports findings from an experiment to encourage licensed chemical sellers (LCS) in Ghana to recommend ORS and zinc for the management of childhood diarrhoea. The intervention consisted of mobile phone text messages (Short Message Service or SMS) sent to a randomly assigned group of LCS who had been trained on the diarrhoea management protocols recommended by the World Health Organization (WHO). The SMS campaign comprised informational messages and interactive quizzes sent over an 8-week period. The study measured the impact of the SMS messages on both reported and actual practices. Analysis of data from both face-to-face interviews and mystery client visits shows that the SMS intervention improved providers' self-reported practices but not their actual practices. The study also finds that actual practices deviate substantially from reported practices.

  10. Effects of a Research-Infused Botanical Curriculum on Undergraduates’ Content Knowledge, STEM Competencies, and Attitudes toward Plant Sciences

    PubMed Central

    Clarke, H. David; Horton, Jonathan L.

    2014-01-01

    In response to the American Association for the Advancement of Science's Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors’ courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated curricular modules based on undergraduate researchers’ field and laboratory projects. Our goals were to 1) teach botanical concepts, from cells to ecosystems; 2) strengthen competencies in statistical analysis and scientific writing; 3) pique plant science interest; and 4) allow all undergraduates to contribute to genuine research. Our series of inquiry-centered exercises mitigated potential faculty barriers to adopting research-rich curricula, facilitating teaching/research balance by gathering publishable scholarly data during laboratory class periods. Student competencies were assessed with pre- and postcourse quizzes and rubric-graded papers, and attitudes were evaluated with pre- and postcourse surveys. Our revised curriculum increased students’ knowledge and awareness of plant science topics, improved scientific writing, enhanced statistical knowledge, and boosted interest in conducting research. More than 300 classroom students have participated in our program, and data generated from these modules’ assessment allowed faculty and students to present 28 contributed talks or posters and publish three papers in 4 yr. Future steps include analyzing the effects of repeated module exposure on student learning and creating a regional consortium to increase our project's pedagogical impact. PMID:25185223

  11. Training patients for automated peritoneal dialysis: A survey of practices in six successful centers in the United States.

    PubMed

    Firanek, Catherine A; Sloand, James A; Todd, Lucy B

    2013-01-01

    In the United States, the majority of patients on peritoneal dialysis (PD) use a cycler or automated peritoneal dialysis (APD). The aim of this study was the identification of common features in nurse-led APD training programs that were likely to contribute to successful home dialysis. This study collected data on nurse-led APD training programs in six high-performing PD centers. A 13-point survey, which focused on training tools, topics covered methods used, and level of support at home, was administered during group face-to-face interviews with the PD training nurses. Data were reviewed for trends between centers. Training programs in all six centers focused on essential information and skill sets to begin home dialysis using APD, with simple instructions and a hands-on approach. Every center initially trained patients on continuous ambulatory PD before APD. The clinics provided ongoing education, reinforcement, and retraining of concepts and skills through discussion, quizzes, and topic-specific monthly training sessions. All clinics provided 24-hour support for patients. Adopting the best practices identified in this study has the potential to improve APD training.

  12. E-Mail Molecules—Individualizing the Large Lecture Class

    NASA Astrophysics Data System (ADS)

    Wamser, Carl C.

    2003-11-01

    All students in the organic chemistry class are assigned a unique set of nine molecules to report on as optional extra credit assignments. The molecules are taken from a list containing over 200 molecules on the class Web site; they represent an assortment of biologically relevant compounds, from acetaminophen to yohimbine. Once a week, students may submit information about one of the molecules for two points extra credit (where the course includes a total of over 600 points from traditional quizzes and exams). The information requested about the molecules varies slightly each term as student expertise grows, for example, molecular formula, hybridizations, functional groups, or number of stereocenters, but always includes biological relevance and sources of information. Initially students submitted data directly to the instructor by e-mail, but submissions now are handled by a Web-based course management system (WebCT). The goal is to give students individualized assignments that are relatively realistic in light of their future careers in health sciences. Nearly all of the students do some of the molecules, and many students do all of them. About 30 40% of the students who do the assignments regularly gain a grade benefit. Student responses to the exercise have been positive.

  13. Methods to Improve Performance of Students with Weaker Math Skills in an Algebra-based Physics Course

    NASA Astrophysics Data System (ADS)

    Smith, Leigh

    2015-03-01

    I will describe methods used at the University of Cincinnati to enhance student success in an algebra-based physics course. The first method is to use ALEKS, an adaptive online mathematics tutorial engine, before the term begins. Approximately three to four weeks before the beginning of the term, the professor in the course emails all of the students in the course informing them of the possibility of improving their math proficiency by using ALEKS. Using only a minimal reward on homework, we have achieved a 70% response rate with students spending an average of 8 hours working on their math skills before classes start. The second method is to use a flipped classroom approach. The class of 135 meets in a tiered classroom twice per week for two hours. Over the previous weekend students spend approximately 2 hours reading the book, taking short multiple choice conceptual quizzes, and viewing videos covering the material. In class, students use Learning Catalytics to work through homework problems in groups, guided by the instructor and one learning assistant. Using these interventions, we have reduced the student DWF rate (the fraction of students receiving a D or lower in the class) from an historical average of 35 to 40% to less than 20%.

  14. Effects of specified performance criterion and performance feedback on staff behavior: a component analysis.

    PubMed

    Hardesty, Samantha L; Hagopian, Louis P; McIvor, Melissa M; Wagner, Leaora L; Sigurdsson, Sigurdur O; Bowman, Lynn G

    2014-09-01

    The present study isolated the effects of frequently used staff training intervention components to increase communication between direct care staff and clinicians working on an inpatient behavioral unit. Written "protocol review" quizzes developed by clinicians were designed to assess knowledge about a patient's behavioral protocols. Direct care staff completed these at the beginning of each day and evening shift. Clinicians were required to score and discuss these protocol reviews with direct care staff for at least 75% of shifts over a 2-week period. During baseline, only 21% of clinicians met this requirement. Completing and scoring of protocol reviews did not improve following additional in-service training (M = 15%) or following an intervention aimed at decreasing response effort combined with prompting (M = 28%). After implementing an intervention involving specified performance criterion and performance feedback, 86% of clinicians reached the established goal. Results of a component analysis suggested that the presentation of both the specified performance criterion and supporting contingencies was necessary to maintain acceptable levels of performance. PMID:24928213

  15. Implementation of a flipped classroom educational model in a predoctoral dental course.

    PubMed

    Park, Sang E; Howell, T Howard

    2015-05-01

    This article describes the development and implementation of a flipped classroom model to promote student-centered learning as part of a predoctoral dental course. This model redesigns the traditional lecture-style classroom into a blended learning model that combines active learning pedagogy with instructional technology and "flips" the sequence so that students use online resources to learn content ahead of class and then use class time for discussion. The dental anatomy portion of a second-year DMD course at Harvard School of Dental Medicine was redesigned using the flipped classroom model. The 36 students in the course viewed online materials before class; then, during class, small groups of students participated in peer teaching and team discussions based on learning objectives under the supervision of faculty. The utilization of pre- and post-class quizzes as well as peer assessments were critical motivating factors that likely contributed to the increase in student participation in class and helped place learning accountability on the students. Student feedback from a survey after the experience was generally positive with regard to the collaborative and interactive aspects of this form of blended learning. PMID:25941150

  16. Gamification of Learning Deactivates the Default Mode Network.

    PubMed

    Howard-Jones, Paul A; Jay, Tim; Mason, Alice; Jones, Harvey

    2015-01-01

    We hypothesized that embedding educational learning in a game would improve learning outcomes, with increased engagement and recruitment of cognitive resources evidenced by increased activation of working memory network (WMN) and deactivation of default mode network (DMN) regions. In an fMRI study, we compared activity during periods of learning in three conditions that were increasingly game-like: Study-only (when periods of learning were followed by an exemplar question together with its correct answer), Self-quizzing (when periods of learning were followed by a multiple choice question in return for a fixed number of points) and Game-based (when, following each period of learning, participants competed with a peer to answer the question for escalating, uncertain rewards). DMN hubs deactivated as conditions became more game-like, alongside greater self-reported engagement and, in the Game-based condition, higher learning scores. These changes did not occur with any detectable increase in WMN activity. Additionally, ventral striatal activation was associated with responding to questions and receiving positive question feedback. Results support the significance of DMN deactivation for educational learning, and are aligned with recent evidence suggesting DMN and WMN activity may not always be anti-correlated. PMID:26779054

  17. Learning Science Through Visualization

    NASA Technical Reports Server (NTRS)

    Chaudhury, S. Raj

    2005-01-01

    In the context of an introductory physical science course for non-science majors, I have been trying to understand how scientific visualizations of natural phenomena can constructively impact student learning. I have also necessarily been concerned with the instructional and assessment approaches that need to be considered when focusing on learning science through visually rich information sources. The overall project can be broken down into three distinct segments : (i) comparing students' abilities to demonstrate proportional reasoning competency on visual and verbal tasks (ii) decoding and deconstructing visualizations of an object falling under gravity (iii) the role of directed instruction to elicit alternate, valid scientific visualizations of the structure of the solar system. Evidence of student learning was collected in multiple forms for this project - quantitative analysis of student performance on written, graded assessments (tests and quizzes); qualitative analysis of videos of student 'think aloud' sessions. The results indicate that there are significant barriers for non-science majors to succeed in mastering the content of science courses, but with informed approaches to instruction and assessment, these barriers can be overcome.

  18. Relationship of biomedical science content acquisition performance to students' level of PBL group interaction: are students learning during PBL group?

    PubMed

    Romito, Laura M; Eckert, George J

    2011-05-01

    This study assessed biomedical science content acquisition from problem-based learning (PBL) and its relationship to students' level of group interaction. We hypothesized that learning in preparation for exams results primarily from individual study of post-case learning objectives and that outcomes would be unrelated to students' group involvement. During dental curricular years 1 and 2, student-generated biomedical learning issues (LIs) were identified from six randomly chosen PBL cases. Knowledge and application of case concepts were assessed with quizzes based on the identified LIs prior to dissemination of the learning objectives. Students and facilitators were surveyed on students' level of group involvement for the assessed LI topics. Year 1 students had significantly higher assessment scores (p=0.0001). For both student classes, means were significantly higher for the recall item (Q1) than for the application item (Q2). Q1 scores increased along with the student's reported role for Year 1 (p=0.04). However, there was no relationship between the student's reported role and Q1 for Year 2 (p=0.20). There was no relationship between the student's reported role and Q2 for Year 1 (p=0.09) or Year 2 (p=0.19). This suggests that students' level of group involvement on the biomedical learning issues did not significantly impact students' assessment performance.

  19. Using Computer Games to Communicate Prevention and Preparedness Concepts

    NASA Astrophysics Data System (ADS)

    Kerlow, I.

    2012-12-01

    Earth Girl: The Natural Disaster Fighter is a digital game about a girl who can save her family and friends from natural hazards. The scenario and game play are inspired by the challenges faced by communities living in the Asian regions prone to earthquakes, tsunamis, flooding and volcano hazards. This paper focuses on the interdisciplinary issues and development, the user testing and refinement process and a brief demonstration of the final product. The Earth Girl game is meant to help players, particularly pre-teens worldwide, to gain a better understanding of natural hazards through imaginative and fun game play. The game offers three levels of side-scrolling action, plus factual information in the form of quizzes to enhance the players' knowledge. The correct answers provide players with extra health and/or super-powers. The game was developed in English, Indonesian, Japanese and Chinese. It runs on any Flash-enabled browser and has been successfully user-tested in Southeast Asia with positive results and feedback.Earth Girl, a game of preparedness and survival

  20. USRC: a new strategy for adding digital images to the medical school curriculum.

    PubMed

    Pinelle, David; Burbridge, Brent; Kalra, Neil

    2012-10-01

    Many medical schools use learning management systems (LMSs) to give students access to online lecture notes, assignments, quizzes, and other learning resources. LMSs can also be used to provide access to digital radiology images, potentially improving preclinical teaching in anatomy, physiology, and pathology while also allowing students to develop interpretation skills that are important in clinical practice. However, it is unclear how radiology images can best be stored, imported, and displayed in an LMS. We developed University of Saskatchewan Radiology Courseware (USRC), a new web application that allows course designers to import images into pages linked to BlackBoard Learn, a popular LMS. Page content, including images, annotations, captions, and supporting text, are stored as teaching cases on a MIRC (Medical Imaging Resource Center) server. Course designers create cases in MIRC, and then create a corresponding page in BlackBoard by modifying an HTML template so that it holds the URL of a MIRC case. When a user visits the page in BlackBoard, the page requests content from the MIRC case, reformats the text for display in BlackBoard, and loads an image viewer plug-in that allows students to view and interact with the images stored in the case. The USRC technology can be used to reformat MIRC cases for presentation in any website or in any learning management system that supports custom pages written in HTML with embedded JavaScript.

  1. Effects of representation on students solving physics problems: A fine-grained characterization

    NASA Astrophysics Data System (ADS)

    Kohl, Patrick B.; Finkelstein, Noah D.

    2006-06-01

    Recent papers document that student problem-solving competence varies (often strongly) with representational format, and that there are significant differences between the effects that traditional and reform-based instructional environments have on these competences [Kohl and Finkelstein, Phys. Rev. ST Phys. Educ. Res. 1, 010104 (2005); Kohl and Finkelstein, Phys. Rev. ST Phys. Educ. Res. 2, 010102 (2006)]. These studies focused on large-lecture introductory physics courses, and included aggregate data on student performance on quizzes and homeworks. In this paper, we complement previous papers with finer-grained in-depth problem-solving interviews. In 16 interviews of students drawn from these classes, we investigate in more detail how and when student problem-solving performance varies with problem representation (verbal, mathematical, graphical, or pictorial). We find that student strategy often varies with representation, and that in this environment students who show more strategy variation tend to perform more poorly. We also verify that student performance depends sensitively on the particular combination of representation, topic, and student prior knowledge. Finally, we confirm that students have generally robust opinions of their representational skills, and that these opinions correlate poorly with their actual performances.

  2. Social networking in nursing education: integrative literature review

    PubMed Central

    Kakushi, Luciana Emi; Évora, Yolanda Dora Martinez

    2016-01-01

    Abstract Objective: to identify the use of social networking in nursing education. Method: integrative literature review in the databases: LILACS, IBECS, Cochrane, BDENF, SciELO, CINAHL, Scopus, PubMed, CAPES Periodicals Portal and Web of Science, using the descriptors: social networking and nursing education and the keywords: social networking sites and nursing education, carried out in April 2015. Results: of the 489 articles found, only 14 met the inclusion and exclusion criteria. Most studies were published after 2013 (57%), originating from the United States and United Kingdom (77.8%). It was observed the use of social networking among nursing students, postgraduate students, mentors and nurses, in undergraduate programmes, hybrid education (blended-learning) and in interprofessional education. The social networking sites used in the teaching and learning process were Facebook (42.8%), Ning (28.5%), Twitter (21.4%) and MySpace (7.1%), by means of audios, videos, quizzes, animations, forums, guidance, support, discussions and research group. Conclusion: few experiences of the use of social networking in nursing education were found and their contributions show the numerous benefits and difficulties faced, providing resourses for the improvement and revaluation of their use in the teaching and learning process. PMID:27384465

  3. Virtual learning using interactive multimedia-based tools for knowledge transfer and development of global patient care pathway in haemoglobinopathies.

    PubMed

    Bajoria, Rekha; Shah, Farrukh; Rodeck, Charles H; Chatterjee, Ratna

    2011-01-01

    Hemoglobinopathies are the most common global monogenic disorders with significant mortality and morbidity of the survivors. This is due to poor understanding of the disease(s) by health care professionals and also lack of resources. We have designed a Master's degree in hemoglobinopathies course, the first of its kind, using cutting-edge lively state-of the-art media-based technology, to attain excellence in teaching and learning. The modular program is delivered by 100% virtual learning (VLE) tools. The lectures, given by international experts, are blended with interactive quizzes and assessment tools to make the program engaging. Other activities include video-based tutorials, walk-in surgeries, journal clubs and other web-based activities. We have currently received 40 intakes and the program is running successfully with excellent student feedback using quality control framework of the University College London (UCL), London, UK. In conclusion, we have shown the feasibility of VLE for knowledge and skill transfer to global healthcare professionals for a monogenic disorder.

  4. Team-Based Learning Enhances Long-Term Retention and Critical Thinking in an Undergraduate Microbial Physiology Course

    PubMed Central

    MCINERNEY, MICHAEL J.; FINK, L. DEE

    2003-01-01

    We used team-based learning to improve comprehension and critical thinking of students in an undergraduate microbial metabolism-physiology course. The course used well-known bacterial pathways to highlight themes of energy conservation and biodegradation. Prior to the introduction of team-based learning, student recall of this information was poor and students had difficulty extrapolating information to new organisms. Initially, individual and group quizzes were added to promote problem-solving and critical-thinking skills. This significantly improved student attitudes about the amount of information they learned and whether the instructor promoted critical thinking. However, retention of the material as judged by final examination scores was still poor. In the next year, two challenging projects were added to the course to complement the above themes: (i) postulating a pathway for the metabolism of a substrate by a bacterium, and (ii) modifying the current model for anaerobic sulfate reduction by incorporating recent genetic information. The inclusion of the team projects significantly improved final examination scores compared to the previous year without team projects. Overall, team-based learning with challenging projects improved the students’ comprehension and retention of information, critical thinking, and attitudes about the course and focused student-instructor interactions on learning rather than grades. PMID:23653548

  5. Gender Differences in Introductory University Physics Performance: The Influence of High School Physics Preparation and Affect

    NASA Astrophysics Data System (ADS)

    Hazari, Zahra

    2006-12-01

    The attrition of females studying physics after high school has been a continuing concern for the physics education community. If females are well prepared, feel confident, and do well in introductory college physics, they may be inclined to study physics further. This quantitative study uses HLM to identify factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that predict female and male performance in introductory college physics. The study includes controls for student demographic and academic background characteristics, and the final dataset consists of 1973 surveys from 54 introductory college physics classes. The results highlight high school physics and affective experiences that differentially predict female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believe that high school physics would help in university physics. There were also experiences that similarly predict female and male performance. The results paint a dynamic picture of the factors from high school physics and the affective domain that influence the future physics performance of females and males. The implication is that there are many aspects to the teaching of physics in high school that, although widely used and thought to be effective, need reform in their implementation in order to be fully beneficial to females and/or males in college.

  6. Teaching Energy to a General Audience

    NASA Astrophysics Data System (ADS)

    Baski, Alison; Hunnicutt, Sally

    2010-02-01

    A new, interdisciplinary course entitled ``Energy!'' has been developed by faculty in the physics and chemistry departments to meet the university's science and technology general education requirement. This course now enrolls over 400 students each semester in a single lecture where faculty from both departments co-teach throughout the term. Topics include the fundamentals of energy, fossil fuels, global climate change, nuclear energy, and renewable energy sources. The students represent an impressive range of majors (science, engineering, business, humanities, etc.) and comprise freshmen to seniors. To effectively teach this diverse audience and increase classroom engagement, in-class ``clickers'' are used with guided questions to teach concepts, which are then explicitly reinforced with online LON-CAPAfootnotetextFree open-source distributed learning content management and assessment system (www.lon-capa.org) homework. This online system enables immediate feedback in a structured manner, where students can practice randomized versions of problems for homework, quizzes, and exams. The course is already in high demand after only two semesters, in part because it is particularly relevant to students given the challenging energy and climate issues facing the nation and world. )

  7. USRC: a new strategy for adding digital images to the medical school curriculum.

    PubMed

    Pinelle, David; Burbridge, Brent; Kalra, Neil

    2012-10-01

    Many medical schools use learning management systems (LMSs) to give students access to online lecture notes, assignments, quizzes, and other learning resources. LMSs can also be used to provide access to digital radiology images, potentially improving preclinical teaching in anatomy, physiology, and pathology while also allowing students to develop interpretation skills that are important in clinical practice. However, it is unclear how radiology images can best be stored, imported, and displayed in an LMS. We developed University of Saskatchewan Radiology Courseware (USRC), a new web application that allows course designers to import images into pages linked to BlackBoard Learn, a popular LMS. Page content, including images, annotations, captions, and supporting text, are stored as teaching cases on a MIRC (Medical Imaging Resource Center) server. Course designers create cases in MIRC, and then create a corresponding page in BlackBoard by modifying an HTML template so that it holds the URL of a MIRC case. When a user visits the page in BlackBoard, the page requests content from the MIRC case, reformats the text for display in BlackBoard, and loads an image viewer plug-in that allows students to view and interact with the images stored in the case. The USRC technology can be used to reformat MIRC cases for presentation in any website or in any learning management system that supports custom pages written in HTML with embedded JavaScript. PMID:22527988

  8. A Global Health Elective Course in a PharmD Curriculum

    PubMed Central

    Dutta, Arjun; Kovera, Craig

    2014-01-01

    Objective. To describe the design, development, and the first 4 implementations of a Global Health elective course intended to prepare pharmacy students pursue global health careers and to evaluate student perceptions of the instructional techniques used and of skills developed during the course. Design. Following the blended curriculum model used at Touro College of Pharmacy, the Global Health course combined team-based learning (TBL) sessions in class, out-of-class team projects, and online self-directed learning with classroom teaching and discussion sessions. Assessment. Student performance was assessed with TBL sessions, team projects, and class presentations, online quizzes, and final examinations. A precourse and postcourse survey showed improvement in global health knowledge and attitudes, and in the perception of pharmacists’ role and career opportunities in global health. Significant improvement in skills applicable to global health work was reported and students rated highly the instructional techniques, value, and relevance of the course. Conclusion. The Global Health elective course is on track to achieve its intended goal of equipping pharmacy students with the requisite knowledge and applicable skills to pursue global health careers and opportunities. After taking this course, students have gone on to pursue global field experiences. PMID:25657374

  9. Young Children’s Competency to Take the Oath: Effects of Task, Maltreatment, and Age

    PubMed Central

    Carrick, Nathalie; Quas, Jodi A.

    2012-01-01

    This study examined maltreated and non-maltreated children’s (N = 183) emerging understanding of “truth” and “lie,” terms about which they are quizzed to qualify as competent to testify. Four- to six-year-old children were asked to accept or reject true and false (T/F) statements, label T/F statements as the “truth” or “a lie,” label T/F statements as “good” or “bad,” and label “truth” and “lie” as “good” or “bad.” The youngest children were at ceiling in accepting/rejecting T/F statements. The labeling tasks revealed improvement with age and children performed similarly across the tasks. Most children were better able to evaluate “truth” than “lie.” Maltreated children exhibited somewhat different response patterns, suggesting greater sensitivity to the immorality of lying. PMID:19263199

  10. Promoting Active Learning: The Use of Computational Software Programs

    NASA Astrophysics Data System (ADS)

    Dickinson, Tom

    The increased emphasis on active learning in essentially all disciplines is proving beneficial in terms of a student's depth of learning, retention, and completion of challenging courses. Formats labeled flipped, hybrid and blended facilitate face-to-face active learning. To be effective, students need to absorb a significant fraction of the course material prior to class, e.g., using online lectures and reading assignments. Getting students to assimilate and at least partially understand this material prior to class can be extremely difficult. As an aid to achieving this preparation as well as enhancing depth of understanding, we find the use of software programs such as Mathematica®or MatLab®, very helpful. We have written several Mathematica®applications and student exercises for use in a blended format two semester E&M course. Formats include tutorials, simulations, graded and non-graded quizzes, walk-through problems, exploration and interpretation exercises, and numerical solutions of complex problems. A good portion of this activity involves student-written code. We will discuss the efficacy of these applications, their role in promoting active learning, and the range of possible uses of this basic scheme in other classes.

  11. Countering Climate Confusion in the Classroom: New Methods and Initiatives

    NASA Astrophysics Data System (ADS)

    McCaffrey, M.; Berbeco, M.; Reid, A. H.

    2014-12-01

    Politicians and ideologues blocking climate education through legislative manipulation. Free marketeers promoting the teaching of doubt and controversy to head off regulation. Education standards and curricula that skim over, omit, or misrepresent the causes, effects, risks and possible responses to climate change. Teachers who unknowingly foster confusion by presenting "both sides" of a phony scientific controversy. All of these contribute to dramatic differences in the quality and quantity of climate education received by U.S. students. Most U.S. adults and teens fail basic quizzes on energy and climate basics, in large part, because climate science has never been fully accepted as a vital component of a 21st-century science education. Often skipped or skimmed over, human contributions to climate change are sometimes taught as controversy or through debate, perpetuating a climate of confusion in many classrooms. This paper will review recent history of opposition to climate science education, and explore initial findings from a new survey of science teachers on whether, where and how climate change is being taught. It will highlight emerging effective pedagogical practices identified in McCaffrey's Climate Smart & Energy Wise, including the role of new initiatives such as the Next Generation Science Standards and Green Schools, and detail efforts of the Science League of America in countering denial and doubt so that educators can teach consistently and confidently about climate change.

  12. Predicting student success using analytics in course learning management systems

    NASA Astrophysics Data System (ADS)

    Olama, Mohammed M.; Thakur, Gautam; McNair, Allen W.; Sukumar, Sreenivas R.

    2014-05-01

    Educational data analytics is an emerging discipline, concerned with developing methods for exploring the unique types of data that come from the educational context. For example, predicting college student performance is crucial for both the student and educational institutions. It can support timely intervention to prevent students from failing a course, increasing efficacy of advising functions, and improving course completion rate. In this paper, we present the efforts carried out at Oak Ridge National Laboratory (ORNL) toward conducting predictive analytics to academic data collected from 2009 through 2013 and available in one of the most commonly used learning management systems, called Moodle. First, we have identified the data features useful for predicting student outcomes such as students' scores in homework assignments, quizzes, exams, in addition to their activities in discussion forums and their total GPA at the same term they enrolled in the course. Then, Logistic Regression and Neural Network predictive models are used to identify students as early as possible that are in danger of failing the course they are currently enrolled in. These models compute the likelihood of any given student failing (or passing) the current course. Numerical results are presented to evaluate and compare the performance of the developed models and their predictive accuracy.

  13. Globe Teachers Guide and Photographic Data on the Web

    NASA Technical Reports Server (NTRS)

    Kowal, Dan

    2004-01-01

    The task of managing the GLOBE Online Teacher s Guide during this time period focused on transforming the technology behind the delivery system of this document. The web application transformed from a flat file retrieval system to a dynamic database access approach. The new methodology utilizes Java Server Pages (JSP) on the front-end and an Oracle relational database on the backend. This new approach allows users of the web site, mainly teachers, to access content efficiently by grade level and/or by investigation or educational concept area. Moreover, teachers can gain easier access to data sheets and lab and field guides. The new online guide also included updated content for all GLOBE protocols. The GLOBE web management team was given documentation for maintaining the new application. Instructions for modifying the JSP templates and managing database content were included in this document. It was delivered to the team by the end of October, 2003. The National Geophysical Data Center (NGDC) continued to manage the school study site photos on the GLOBE website. 333 study site photo images were added to the GLOBE database and posted on the web during this same time period for 64 schools. Documentation for processing study site photos was also delivered to the new GLOBE web management team. Lastly, assistance was provided in transferring reference applications such as the Cloud and LandSat quizzes and Earth Systems Online Poster from NGDC servers to GLOBE servers along with documentation for maintaining these applications.

  14. Effect of Self Diagnosis on Subsequent Problem Solving Performance

    NASA Astrophysics Data System (ADS)

    Yerushalmi, Edit; Mason, Andrew; Cohen, Elisheva; Singh, Chandralekha

    2008-10-01

    "Self-diagnosis tasks" aim at fostering diagnostic behavior by explicitly requiring students to present diagnosis as part of the activity of reviewing their problem solutions. The recitation classes in an introductory physics class (˜200 students) were split into a control group and three experimental groups in which different levels of guidance were provided for performing the self-diagnosis activities. We have been a) investigating how students in each group performed on subsequent near and far transfer questions given as part of the exams; and b) comparing student's initial scores on their quizzes with their performance on the exams, as well as comparing student's self-diagnosis scores with their performance on the exams. We discuss some hypotheses about the students' ability to self-diagnose with different levels of scaffolding support and emphasize the importance of teaching students how to diagnosis their own mistakes. Our findings suggest that struggling with minimal support during in-class self-diagnosis can trigger out-of-class self-diagnosis. Students therefore may be motivated to make sense of the problem they may have not been able to self diagnose, whether independently or in a collaborative effort.

  15. Integrating an open-source course management system (Moodle) into the teaching of a first-year medical physiology course: a case study.

    PubMed

    Seluakumaran, Kumar; Jusof, Felicita Fedelis; Ismail, Rosnah; Husain, Ruby

    2011-12-01

    Educators in medical schools around the world are presently experimenting with innovative ways of using web-based learning to supplement the existing teaching and learning process. We have recently used a popular open-source course management system (CMS) called the modular object-oriented dynamic learning environment (Moodle) to construct an online site (DPhysiol) to facilitate our face-to-face teaching of physiology to a group of first-year students in the Bachelor of Medicine and Bachelor of Surgery program. The integration of the Moodle site into our teaching was assessed using online log activity, student examination marks, and feedback from students. The freely available Moodle platform was simple to use, helped to effectively deliver course materials, and has features that allowed cooperative learning. Students who used the CMS throughout their academic year and commented favorably regarding its use as a complement to the face-to-face classroom sessions. The group of students used the CMS obtained significantly higher scores in the final examination compared with the previous class that did not use the CMS. In addition, there was a significant correlation between student participation and performance in online quizzes and their final examination marks. However, students' overall online usage of the CMS did not correlate with their examination marks. We recommend Moodle as a useful tool for physiology educators who are interested in integrating web-based learning into their existing teaching curriculum. PMID:22139773

  16. The educational effectiveness of computer-based instruction

    NASA Astrophysics Data System (ADS)

    Renshaw, Carl E.; Taylor, Holly A.

    2000-07-01

    Although numerous studies have shown that computer-based education is effective for enhancing rote memorization, the impact of these tools on higher-order cognitive skills, such as critical thinking, is less clear. Existing methods for evaluating educational effectiveness, such as surveys, quizzes and pre- or post-interviews, may not be effective for evaluating impact on critical thinking skills because students are not always aware of the effects the software has on their thought processes. We review an alternative evaluation strategy whereby the student's mastery of a specific cognitive skill is directly assessed both before and after participating in a computer-based exercise. Methodologies for assessing cognitive skill are based on recent advances in the fields of cognitive science. Results from two studies show that computer-based exercises can positively impact the higher-order cognitive skills of some students. However, a given exercise will not impact all students equally. This suggests that further work is needed to understand how and why CAI software is more or less effective within a given population.

  17. Implementation of a flipped classroom educational model in a predoctoral dental course.

    PubMed

    Park, Sang E; Howell, T Howard

    2015-05-01

    This article describes the development and implementation of a flipped classroom model to promote student-centered learning as part of a predoctoral dental course. This model redesigns the traditional lecture-style classroom into a blended learning model that combines active learning pedagogy with instructional technology and "flips" the sequence so that students use online resources to learn content ahead of class and then use class time for discussion. The dental anatomy portion of a second-year DMD course at Harvard School of Dental Medicine was redesigned using the flipped classroom model. The 36 students in the course viewed online materials before class; then, during class, small groups of students participated in peer teaching and team discussions based on learning objectives under the supervision of faculty. The utilization of pre- and post-class quizzes as well as peer assessments were critical motivating factors that likely contributed to the increase in student participation in class and helped place learning accountability on the students. Student feedback from a survey after the experience was generally positive with regard to the collaborative and interactive aspects of this form of blended learning.

  18. Flippin' Fluid Mechanics - Quasi-experimental Pre-test and Post-test Comparison Using Two Groups

    NASA Astrophysics Data System (ADS)

    Webster, D. R.; Majerich, D. M.; Luo, J.

    2014-11-01

    A flipped classroom approach has been implemented in an undergraduate fluid mechanics course. Students watch short on-line videos before class, participate in active in-class problem solving (in dyads), and complete individualized on-line quizzes weekly. In-class activities are designed to achieve a trifecta of: 1. developing problem solving skills, 2. learning subject content, and 3. developing inquiry skills. The instructor and assistants provide critical ``just-in-time tutoring'' during the in-class problem solving sessions. Comparisons are made with a simultaneous section offered in a traditional mode by a different instructor. Regression analysis was used to control for differences among students and to quantify the effect of the flipped fluid mechanics course. The dependent variable was the students' combined final examination and post-concept inventory scores and the independent variables were pre-concept inventory score, gender, major, course section, and (incoming) GPA. The R-square equaled 0.45 indicating that the included variables explain 45% of the variation in the dependent variable. The regression results indicated that if the student took the flipped fluid mechanics course, the dependent variable (i.e., combined final exam and post-concept inventory scores) was raised by 7.25 points. Interestingly, the comparison group reported significantly more often that their course emphasized memorization than did the flipped classroom group.

  19. Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

    PubMed Central

    Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

    2016-01-01

    Objectives The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. Methods A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Results Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome.  Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. Conclusions By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize ‘student passivity’ as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes. PMID:26897012

  20. New York Times Current News Physics Applications

    NASA Astrophysics Data System (ADS)

    Cise, John

    2010-03-01

    Since 2007 I have been using NYTimes current News articles rich in graphics and physics variables for developing edited one page web (http://CisePhysics.homestead.com/files/NYT.htm) physics questions based on current events in the news. The NYTimes home page listed above contains currently ten pages with about 40 one page current edited News related physics articles per page containing: rich graphics, graphic editions by the author, edited articles, introduction to a question, questions, and answers. I use these web pages to introduce new physics concepts to students with current applications of concepts in the news. I also use these one page physics applications as pop quizzes and extra credit for students. As news happens(e.g. the 2010 Vancouver Olympics) I find the physics applications in the NYTimes articles and generate applications and questions. These new one page applications with questions are added to the home page: http://CisePhysics.homestead.com/files/NYT.htm The newest pages start with page 10 and work back in time to 9, 8, etc. The ten web pages with about 40 news articles per page are arranged in the traditional manner: vectors, kinematics, projectiles, Newton, Work & Energy, properties of matter, fluids, temperature, heat, waves, and sound. This site is listed as a resource in AAPT's Compadre site.