| Autor: |
Krause, Stephen J., Baker, Dale R., Alford, Terry L., Ankeny, Casey Jane, Carberry, Adam R., Koretsky, Milo, Brook, Bill Jay, Waters, Cindy, Gibbons, Brady J. |
| Předmět: |
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| Zdroj: |
Proceedings of the ASEE Annual Conference & Exposition; 2015, p1-14, 14p |
| Abstrakt: |
JTF (Just-in-Time-Teaching with Interactive Frequent Formative Feedback) is an NSF TUES Type 2 project which is implementing student-centered pedagogy with eight instructors at four collaborating institutions. Key features of the pedagogy are web-enabled classroom engagement as well as two-way formative feedback to inform instructors of student learning issues so they can adjust instruction and create adaptive resources to facilitate student learning. For instructors, the anonymous student formative feedback opens for them a window on student thinking which can reveal learning issues such as misconceptions, skill gaps (like charting), difficult concepts, vocabulary ambiguities, etc. This helps instructors develop and build their pedagogical content knowledge so they can adjust their instruction and more effectively deliver content, concepts and skills in light of their reflective knowledge of students' means of understanding and learning the material. With JTF web-enabled engagement and feedback pedagogy instructors' attitudes and approaches to teaching shift toward student-centered learning with resultant change in classroom practice to make instruction more effective. This was evidenced by improvements in student performance. The process of shifting beliefs and practice of eight collaborating faculty employed an implementation strategy that utilized a faculty change model and an organizational model of characteristics of sustainable innovation. As such, the research question addressed in this paper is, "What is the effect of JTF engagement and feedback pedagogy on change of faculty beliefs and classroom practice and on associated student performance across diverse settings." In the JTF collaborative project the eight faculty have been participating for the last three years. They have set up web-enabled daily or weekly formative feedback mechanisms for acquiring "Muddiest Point" student anonymous reflections through Blackboard or Concept Warehouse survey tools. The instructors reflect on the responses and provide immediate feedback to students in the next class and/or via Blackboard postings. Results from a Fall 2013 survey of JTF faculty showed the following. Eight out of eight faculty said that, in the last two years of using JTF pedagogy, their classroom practice had "changed somewhat or changed significantly." One quote illustrating this change was, "I teach using full engagement strategies..... previous classes were much more lecture-centric." Another question showed that 7 of 8 felt that their views about teaching had changed "somewhat or significantly." One quote showing this change was, "Muddiest Point items are a powerful tool that shows a teacher where students are not understanding all information." The shift in the views and actions of teachers also resulted in positive outcomes in student performance. For student attitude, results from a Student Impact Value Survey (SIVS), based on expectancy/value theory, showed positive results of average 64% for Interest / Attainment Value and high values of 85% average of Utility Value, and also 84% agreeing that the Cost of Effort was low. Results for student persistence showed that, across collaborating institutions, persistence was 97% for 227 students in four classes in Fall 2013 and 95% for 311 students in five classes in Spring 2014. For student achievement, one instructor's final exam scores showed a shift in mean from 69% in Fall 2009 to 75% in Fall 2011 to 79% in Fall 2013. This is a shift upward of a full letter grade over four years. Overall, the faculty survey results and student performance outcomes demonstrate the effectiveness of JTF engagement and feedback pedagogy. Shifting faculty beliefs and classroom practice from instructor-centered teaching toward student-centered learning resulted in positive outcomes of student attitude, achievement and persistence. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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