‘Forced to think’—an analysis of how students benefit from online warm-up exercises with feedback
| Autor: | Kimmo Kulmala, Tommi Kokkonen, Inkeri Kontro |
|---|---|
| Přispěvatelé: | Doctoral Programme in School, Education, Society, and Culture, Materials Physics |
| Rok vydání: | 2021 |
| Předmět: |
Multimedia
Computer science 4. Education 05 social sciences 050301 education General Physics and Astronomy computer.software_genre 114 Physical sciences 01 natural sciences Education Formative assessment Blended learning Stack (abstract data type) 0103 physical sciences ComputingMilieux_COMPUTERSANDEDUCATION 516 Educational sciences 010306 general physics 0503 education computer |
| Zdroj: | Physics Education. 56:045019 |
| ISSN: | 1361-6552 0031-9120 |
| DOI: | 10.1088/1361-6552/abfd40 |
| Popis: | Active learning yields better learning outcomes than traditional, lecture-based teaching. Common approaches in large lecture courses are activating elements during the lectures and warm-up activities using online learning environments. However, implementing warm-up exercises, on which students work on by themselves makes formative feedback increasingly important. We have studied students’ views on warm-up online exercises, focusing on the role of automated feedback. We compared two types of feedback: feedback which guided the student towards the correct answer and feedback that guided the student towards the correct reading materials. We have also examined the correlation between students’ views on the exercises and learning outcomes, as measured by exercise and exam points. The exercises were administered with a Moodle-based system focusing on teaching and assessment using a computer-based algebra kernel. The study was conducted during the first introductory mechanics course in physics at the University of Helsinki. We concluded that the preferred type of feedback was dependent on the student, i.e. different students prefer different kinds of feedback. Importantly, the students who completed the exercises alone reported benefiting more from them, which shows that the warm-up exercises successfully extended support for students outside of classroom hours. |
| Databáze: | OpenAIRE |
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