Improving Student Success by Incorporating Instant-Feedback Questions and Increased Proctoring in Online Science and Mathematics Courses

Abstract

Introductory courses in mathematics and the physical sciences are challenging for students and often have lower success rates than other comparable courses. In online courses, this problem is magnified given the greater propensity for students to engage in surface learning strategies. In particular, it has been shown that students are not actively utilizing learning materials provided in the structured course modules such as lecture videos. To combat this problem, we have implemented two different solutions to improve student engagement and retention of knowledge. Firstly, we have incorporated Quick Checks into courses in general chemistry and precalculus, where students answer auto-graded questions directly after viewing the course materials. These aim to promote the viewing of course materials beyond homework and quizzes, including engagement with course lecture videos. Secondly, with the incorporation of online proctoring options integrated into our LMS offerings, we have moved to increase the extent to which examinations are proctored. This encourages students to engage in more frequent reinforcement prior to examinations because they cannot use course materials during proctored examinations. We show that these measures lead to greater engagement with course materials and improved performance on proctored examinations, although student performance on formative assessments remained relatively consistent.

Digital proctoring in higher education: a systematic literature review

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