Effectiveness, efficiency, engagement: Mapping the impact of pre-lecture quizzes on educational exchange

Evans, Tanya; Kensington-Miller, Barbara; Novak, Julia

doi:10.14742/ajet.6258

Cited by 11 publications

(8 citation statements)

References 22 publications

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“…In the context of education, experiences with success contribute to developing self-efficacy, while failure impairs it (Usher & Pajares, 2009). The different levels of reported emotions related to an online quiz supports the suggestion from Evans et al (2021) that the frequent online quizzes may enable the development of self-efficacy.…”

Section: Habitualising Positive Affectsupporting

confidence: 55%

“…The impact of the online quizzes was analysed in a previous study by Evans et al (2021). They concluded that the intervention had optimised the impact of the distributed (spaced) practice on long-term memory retention.…”

Section: Methods Study Sitementioning

confidence: 99%

“…In an earlier study involving online quizzes, Evans et al (2021) suggested that the increased student engagement as an outcome of frequent online assessment resulted in the accumulation of learners' mastery experience, thus increasing students' self-efficacy. Self-efficacy is defined as a person's judgment of their ability to organise and execute courses of action required to achieve the desired outcome (Bandura, 1997) and is a well-known predictor of academic achievement (Bandura, 2010;Ferla et al, 2009;Richardson et al, 2012).…”

Section: Habitualising Positive Affectmentioning

confidence: 99%

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Student achievement emotions: Examining the role of frequent online assessment

Riegel

Evans

2021

AJET

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The rapid inclusion of online assessment in higher education has left a void in investigating the relationship this form of assessment has with student emotions. This study examines the influence of frequent online assessment on student emotions in a university setting using a mixed-methods approach. Students' emotions in an online quiz and a traditional classroom test in a second-year mathematics course (n = 91) were analysed using both quantitative and qualitative approaches, through the lens of the control-value theory. The study used an adaptation of the Achievement Emotions Questionnaire (AEQ) to collect data on reported student emotions in both assessments, as well as qualitative data on student’s views of the frequent online assessment. Students reported higher levels of positive emotions and lower levels of negative emotions in an online quiz compared to the test, and we attempted to identify sources of these differences. The findings are discussed together with implications for habitualisation of assessment emotions. Practically grounded generalisations are outlined as opportunities for disrupting negative emotions and reaffirming positive emotions, which are suitable for implementation in higher education on a broad scale. Implications for practice or policy: For educators designing tertiary assessment aimed at promoting positive and reducing negative emotions, we advise incorporating features that students perceive as allowing them greater control over obtaining success. Specifically, we advise incorporating frequent low stakes online quizzes into tertiary courses. These present opportunities for students to habitualise positive assessment-related emotions, which correlate with performance and constructs such as self-efficacy. The Achievement Emotions Questionnaires (AEQ) can be adapted to investigate achievement emotions in different forms of assessment.

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Section: Habitualising Positive Affectsupporting

confidence: 55%

Section: Methods Study Sitementioning

confidence: 99%

Section: Habitualising Positive Affectmentioning

confidence: 99%

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Student achievement emotions: Examining the role of frequent online assessment

Riegel

Evans

2021

AJET

Self Cite

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“…Another challenge discussed by Romero-Hall and Vicentini (2017, p. 153) was the lack of "adequate infrastructure (microphones, speakers, and adequate wireless internet) to help establish the interactions, communication, and sense of equality between all learners in the hybrid synchronous classroom." In addition, Evans, Kensington-Miller, and Novak (2021) added that one key challenge was the size of the course including the number of students enrolled in it per term. Thus, the aforementioned factors shall either contribute to the success and satisfaction of integrating hybrid learning or make it more challenging.…”

Section: Common Challenges Faced By Learnersmentioning

confidence: 99%

A Novel Synchronous Hybrid Learning Method: Voices from Saudi Arabia

Alhusban

2022

EJEL

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The current article investigates tertiary level learners' satisfaction with a novel synchronous hybrid learning method (SHLM) that combines face-to-face and virtual teaching simultaneously using real-time audio and video technology to facilitate interaction between two groups. The originality of this approach stems from teaching two groups simultaneously (one group face-to-face and the other online) and rotating them consecutively in order to offer them 50% of the classes face-to-face and 50% virtually. This approach gave students equal learning opportunities by studying at home on specific days whilst not depriving them of face-to-face communication with their tutors, as well as establishing contact with their peers. We believe that this learning model has not been implemented in this fashion before and that the study has not been conducted elsewhere. For the most part, it was introduced as a solution to provide face-to-face teaching during the COVID-19 pandemic. This study aimed at examining learners' opinions, motivation, attention, and success in this new learning environment. The study employed a mixed methods approach that included a survey and semi-structured interviews to collect quantitative and qualitative data. The overall results revealed that learners were generally in favor of SHLM. Furthermore, it found that reducing the group sizes from 40 to 20 students had a positive impact on learner satisfaction. Students also highlighted that feeling safe, the use of technology, the teachers' attention during classes, sense of equality, and collaborative efforts between students contributed to their positive learning experience as a whole. Learners also indicated that their experience during classes with various digital tools such as Padlet, Google Jamboard, and Nearpod had a positive impact on their learning. However, the findings from some of the interviews revealed that there was a variation in opinion dependent on the students’ learning style, personality traits, and linguistic ability. Some beginner and intermediate learners pointed out that at times, their proficiency level hindered their understanding when alternating to online classes. The study alluded to the fact that the implemented learning approach is subject to modifications and may remain in place for an extended period in case the pandemic still poses a problem or in the event of a shortage of physical classrooms or faculty. This model can also be applied during emergency remote instruction in educational institutions that have a suitable infrastructure. Since this study only focused on the students’ perception of this hybrid approach, it is recommended that the teachers’ experience with the approach should be examined. It is also recommended that the teaching of the four English language skills should be examined through this model to find whether all the skills can be taught effectively.

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“…attendance and on-time assignment submissions). For instance, Evans et al (2021) demonstrated that when instructors in a prerequisite mathematics course incorporated frequent low stakes low difficulty pre-lecture online quizzes, observed benefits included: increased attendance, student engagement, and improved grades. The availability of the textbook could have a role in the intricate relations between attendance, On-time assignment submissions (OTAS), and final grades.…”

Section: Literature Reviewmentioning

confidence: 99%

Resilience in the pandemic: Remote learning on the fly

Chang

2022

E-Learning and Digital Media

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This study examined students’ learning adjustments in an introductory statistics class in response to the unexpected challenge presented by the COVID-19 pandemic. Results show significant correlations in grades, page views, and on-time assignment submissions (OTAS) suggesting that the in-person and online learning modalities were comparable. The distributions of student learning activities were narrowly clustered around the means with smaller standard deviations recorded during the online sessions. Grades were positively correlated with OTAS for the in-person classes. For online classes using synchronous screen sharing, grades were positively associated with attendance; however, they were negatively influenced by the numbers of page views in the learning management system. The relations between attendance and achievement might be influenced by the complexity of content material. Students benefited more from attending classes in technical topics such as inferential statistics compared to descriptive statistics. It appears that participating in synchronous classes was a more effective means of learning inferential statistics than merely reviewing the instructor’s notes. In contrast, no correlation between grades and attendance was observed for in-person learning sessions covering descriptive statistics. There were no differences in learning adjustments between male and female students and both showed substantial resilience in adapting to the changes. Students unanimously looked forward to returning to campus. This study suggests it is the students’ individual learning approaches and behaviors that have a greater impact on their learning outcomes than the modality in which they are taught. Course designs and assignment formats might be factors that influenced students’ attendance and OTAS.

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Effectiveness, efficiency, engagement: Mapping the impact of pre-lecture quizzes on educational exchange

Cited by 11 publications

References 22 publications

Student achievement emotions: Examining the role of frequent online assessment

Student achievement emotions: Examining the role of frequent online assessment

A Novel Synchronous Hybrid Learning Method: Voices from Saudi Arabia

Resilience in the pandemic: Remote learning on the fly

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