Automating Individualized Formative Feedback in Large Classes Based on a Directed Concept Graph

Schaffer, Henry E.; Young, Karen C.; Ligon, Emily W.; Chapman, Diane D.

doi:10.3389/fpsyg.2017.00260

Cited by 19 publications

(9 citation statements)

References 9 publications

(7 reference statements)

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“…However, the papers do not provide cost-benefit analyses. For example, Schaffer et al (2017) make an argument that the fixed cost of TfA implementation provides economies of scale for very large student cohorts, however this claim is not evaluated in the paper. Some studies list required resources (Chao et al, 2012;Crook et al, 2012;Hutchings & Quinney, 2015;Summers et al, 2014) however they do not elaborate on costs.…”

Section: Institutional Environment and Supportmentioning

confidence: 99%

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Brady¹,

Devitt²,

Kiersey³

2019

Br J Educ Technol

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This paper presents a systematic literature review of academic staff experiences and perceptions of adopting Technology for Assessment OF/FOR/AS Learning in Higher Education. This paper is a qualitative synthesis of 65 peer‐reviewed journal articles published between 2012 and 2017 reporting on the use of technology for assessment (TfA). The results suggest that there are some efficiencies for staff in implementing TfA but this can come with a cost at the set‐up and maintenance phases. Furthermore, results indicated that assessment design is not of foremost concern to academic staff when introducing TfA, but that a wide variety of pressures and both educational and operational drivers are present. There were inconclusive findings in relation to understandings of appropriate institutional environments and supports for TfA to flourish in higher education. There is a need for empirical research, particularly longitudinal investigations, of academic experiences of implementations of TfA to investigate sustainability of adoption. The imperative of exploring the academic staff perspective as the instigator and manager of both the technology and the student learning experience requires deep consideration as TfA adoption progresses.

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Section: Institutional Environment and Supportmentioning

confidence: 99%

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Brady¹,

Devitt²,

Kiersey³

2019

Br J Educ Technol

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“…ITSs are a type of adaptive learning program relevant to EBPI training. ITS are computerized programs used as classroom adjuncts that support student learning as they guide trainees through simulated cases, decisional dilemmas, and other higher order cognitive tasks and provide immediate and customized instruction and feedback to the trainee (Belland et al, 2017; Kron et al, 2017; Schaffer et al, 2017). ITS emulate one-on-one tutoring and are particularly beneficial in cases where there are too few instructors available.…”

Section: Intelligent Tutoring Systems (Itss)mentioning

confidence: 99%

Modernizing Training in Psychotherapy Competencies With Adaptive Learning Systems: Proof of Concept

Renn

Areán

Raue

et al. 2020

Research on Social Work Practice

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Purpose: This proof-of-concept study assessed the feasibility, acceptability, and effectiveness of an intelligent tutoring system (ITS) as a classroom adjunct to improve training bachelor of social work (BSW) students in client engagement strategies. Methods: We codeveloped the ITS with 11 undergraduate students and pilot tested it with six BSW students enrolled in a class on telephone-based cognitive behavioral therapy (tCBT). Student competencies in tCBT were assessed by expert review of role-plays. We also examined time spent using ITS and relation with competency. Results: The majority of students (81.8%) in Wave 1 and all of the students who submitted role-plays in Wave 2 passed the clinical skills role-play. Students advancing through the ITS more quickly had better tCBT competency ratings than those progressing more slowly. Discussion: One of the most challenging aspects of training is how to competently deliver evidence-based practices. ITS has the potential to streamline and scale such training.

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“…A number of approaches have been used to mitigate the negative consequences of being a member of a large class. This includes discussions of the pedagogical benefits and assessment of IT (de Arriba, 2017; Maringe & Sing, 2014; Mtshali, Maistry, & Govender, 2015; Saunders & Hutt, 2015; Schaffer, Young, Ligon, & Chapman, 2017), MOOCs (Maringe & Sing, 2014), lecture capture (Freeman, 1998; Owston, Lupshenyuk, & Wideman, 2011), supplementary media (Saunders & Hutt, 2015), student-response systems (Hancock, 2010; Heaslip, Donovan, & Cullen, 2014; Mayer et al, 2009; Patterson, Kilpatrick, & Woebkenberg, 2010), peer-teaching and peer-assessment (Asikainen et al, 2014), and flipped classrooms (Eichler & Peeples, 2016). However, much of the evaluation of such programs is conducted from the perspective of the provider and few include detailed qualitative accounts that explore the nuances of how the mode of assessment has affected the learner and the experience of learning (Cullen & Turnbull, 2005).…”

Section: Overviewmentioning

confidence: 99%

Journal of Management Education Special Issue: “Experiential Learning in Large Classes”

2019

Journal of Management Education

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The teaching of large classes has received increased attention in the Scholarship of Teaching & Learning literature, but the study, and delivery, of experiential learning in the context of large classes has received considerably less scrutiny. Most peer-reviewed articles tend to discuss the large class context in relation to the difficulties and problems that emerge from the massification of higher education (Usher & Cervenan, 2005) during a time of significant resource restrictions for universities (Ferlie, McGivern, & De Moraes, 2010; Cullen, 2011). Lund Dean and Wright (2017) demonstrate how calls for increasingly engaged teaching approaches have coincided with larger class sizes. Although student engagement with large class teaching is discussed, the challenges and opportunities of experiential learning in such contexts is rarely theorized or researched. The experience of either being a member of a large class (Boland, 2011), or teaching or assessing a large class, is often presented as something that is of a lower quality than the smaller class experience. Key thinkers on critically reflexive teaching practice often discuss engaged pedagogy as something that can best happen in small group contexts. Some research has demonstrated that being enrolled in a large class can have an impact on educational attainment as a result of being precluded from receiving formative feedback

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Automating Individualized Formative Feedback in Large Classes Based on a Directed Concept Graph

Cited by 19 publications

References 9 publications

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review

Modernizing Training in Psychotherapy Competencies With Adaptive Learning Systems: Proof of Concept

Journal of Management Education Special Issue: “Experiential Learning in Large Classes”

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