In anticipation of helping students mature from passive to more active learners while engaging with the issues and concepts surrounding computer security, a student generated Multiple Choice Question (MCQ) learning strategy was designed and deployed as a replacement for an assessment task that was previously based on students providing solutions to a series of short-answer questions. To determine whether there was any educational value in students generating their own MCQs students were required to design MCQs. Prior to undertaking this assessment activity each participant completed a pre-test which consisted of 45 MCQs based on the topics of the assessment. Following the assessment activity the participants completed a post-test which consisted of the same MCQs as the pre-test. The pre and post test results as well as the post test and assessment activity results were tested for statistical significance. The results indicated that having students generate their own MCQs as a method of assessment did not have a negative effect on the learning experience. By providing a framework to the students based on the literature to support their engagement with the learning material, we believe the creation of well-structured MCQs resulted in a more advanced understanding of the relationships between the concepts of the learning material as compared with plainly answering a series of short-answer questions from a textbook. Further study is required to determine to what degree this learning strategy encouraged a deeper approach to learning.
Aim/Purpose: This paper focuses on understanding undergraduate computing student-learning behaviour through reviewing their online activity in a university online learning management system (LMS), along with their grade outcome, across three subjects. A specific focus is on the activity of students who failed the computing subjects. Background: Between 2008 and 2020 there has been a multiplicative growth and adoption of Learning Analytics (LA) by education institutions across many countries. Insights gained through LA can result in actionable implementations at higher institutions for the benefit of students, including refinement of curriculum and assessment regimes, teacher reflection, and more targeted course offerings. Methodology: To understand student activity, this study utilised a quantitative approach to analyse LMS activity and grade outcome data drawn from three undergraduate computing subjects. Data analysis focused on presenting counts and averages to show an understanding of student activity. Contribution: This paper contributes a practical approach towards LA use in higher education, demonstrating how a review of student activity can impact the learning design of the computing subjects. In addition, this study has provided a focus on poor performing students so that future offerings of the computing subjects can support students who are at risk of failure. Findings: The study found that: • Collecting data relating to student activity and analysing the activity is an important indicator of engagement, with cross referencing the data to grade outcome providing information to support modification to the learning design of the computing subjects. • The computing subjects in this study all had the majority of the as-sessment marks awarded at the later part of the study period. • Students that fail subjects are active within the LMS for the period of the subject even when they submit no assessments • Assessment weight and the time of delivery could influence the out-comes Recommendations for Practitioners: The collection and analysis of student activity in the LMS can enable learning designers and practitioners to better reflect the subject design and delivery to provide more informed ways of delivering the learning material. Recommendation for Researchers: Collecting LA requires a thought-out process, designed well in advance of the teaching period. This study provides useful insight that can impact other researchers in the collection of assessment related analytics. Impact on Society: The cost of education is expensive to those that undertake it. Failing, although expected, potentially can be reduced by examining how education is designed, delivered, and assessed. The study has shown how information on how students are engaging has the potential to impact their outcomes. Future Research: Further work is needed to investigate whether intervention may assist the poor performing students to improve their grade outcomes relative to activity levels, subsequently impacting their retention.
When a student commences a course of study that includes an online component the initial feedback academics receive can reflect their fear of the online concept, their bias against the use of technology, as well as difficulties they may have encountered with using the supporting technologies rather than with online learning per se. In second semester 2002, an evaluation of an online unit in the B. Computing was conducted at the end of the semester to gain a better understanding of students' perceptions of online learning as well as the effectiveness of the technologies that support these activities. We report some preliminary results from the evaluation. Initial indications are that poor first impressions are reflected in students' perceptions of the overall online learning experience. We highlight some areas, normally considered outside the immediate domain of eLearning, that must be attended to in order to minimise the potential negative impact on students, maximise the benefits of learning online and improve the learning experience for students.
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