Google Forms: A Real-Time Formative Feedback Process for Adaptive Learning

Rami Jubrail Haddad; Youakim Kalaani

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: Assessment of Learning in ECE
Tagged Division: Electrical and Computer
Page Count: 14
Page Numbers: 24.649.1 - 24.649.14
DOI: 10.18260/1-2--20540
Permanent URL: https://peer.asee.org/20540
Download Count: 1046

Paper Authors

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Rami Jubrail Haddad Georgia Southern University

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Rami J. Haddad is currently an Assistant Professor in the Department of Electrical Engineering at Georgia Southern University. He received the B.S. in Telecommunication and Electronics Engineering from the Applied Sciences University, Amman, Jordan, in 2004. He received his M.S. in Electrical and Computer Engineering from the University of Minnesota, Duluth, MN, in 2006. He received his Ph.D. degree from the University of Akron, Akron, OH, in 2011. His research focuses on various aspects of optical fiber communication/networks, broadband networks, multimedia communications, multimedia bandwidth forecasting and engineering education.

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Youakim Kalaani Georgia Southern University

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Dr. Youakim Kalaani graduated from Cleveland State University with MS and Doctoral degrees in Electrical Engineering with a concentration in power systems. He joined Georgia Southern University on August 2006 and is now an Associate Professor in the newly established Electrical Engineering Department at the College of Engineering and Information Technology. Dr. Kalaani has served as the Interim EE Chair and taught engineering courses at the undergraduate and garduate levels. He is a registered Professional Engineer and ABET Program Evaluator.

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Abstract

Google Forms: A Real-Time Formative Assessment Approach for Adaptive LearningIn today’s high emphasis on student achievements and success, engineering faculty will have toconstantly strive to create an effective learner-centered environment in their classrooms. Toachieve this goal, faculty will not have to only attain excellence in teaching but also to establish a2-way communication venue to adjust in time to any issues impeding the student learningprocess. Currently, the most common form of feedback that faculty receive in our institutions isthe student course evaluation survey. However, these surveys are usually conducted at the end ofthe semester and therefore have little if any useful impact on improving student performancesince faculty has no time to adjust resulting in static less effective learning environments.In this paper, we describe our experience on how to achieve an adaptive learner-centeredenvironment by using an unconventional student feedback process that utilizes Google forms toperiodically collect information about class instruction. Students were asked to provide theirinputs regarding lectures' clarity and content; the use of visual aids; time management; problemsolving, instruction delivery; and student engagement in the classroom. Data collected from theseanonymous surveys provided real-time formative assessment feedback that helped faculty toreact just in time to address issues related to student learning process. In addition to providingconstant feedback, these surveys have also shown to help students develop their metacognitiveknowledge and therefore become more responsible towards their academic success. It alsohelped the instructor to understand the cognition profile of the student cohort to ultimately adaptthe course content, pedagogy, and assessment to achieve an optimal learner-centeredenvironment. The effectiveness of this approach was verified by assessing the students’performance in two test groups. The control group was a previously instructed courses withoutthe implementation of this approach while the experimental group was a recently instructedcourses where this approach was implemented. Assessment results revealed that the studentssubject to this study were able to improve their grades and score higher on major exams than theprevious group of the students taking the same course without the additional benefit of periodicalfeedback. Instructional methods developed and incorporated into the course lectures forcontinuous improvement were also presented in this paper.

Citation
Format

Haddad, R. J., & Kalaani, Y. (2014, June), Google Forms: A Real-Time Formative Feedback Process for Adaptive Learning Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20540

TY  - CPAPER
AB  -         Google Forms: A Real-Time Formative Assessment Approach for                          Adaptive LearningIn today’s high emphasis on student achievements and success, engineering faculty will have toconstantly strive to create an effective learner-centered environment in their classrooms. Toachieve this goal, faculty will not have to only attain excellence in teaching but also to establish a2-way communication venue to adjust in time to any issues impeding the student learningprocess. Currently, the most common form of feedback that faculty receive in our institutions isthe student course evaluation survey. However, these surveys are usually conducted at the end ofthe semester and therefore have little if any useful impact on improving student performancesince faculty has no time to adjust resulting in static less effective learning environments.In this paper, we describe our experience on how to achieve an adaptive learner-centeredenvironment by using an unconventional student feedback process that utilizes Google forms toperiodically collect information about class instruction. Students were asked to provide theirinputs regarding lectures&#39; clarity and content; the use of visual aids; time management; problemsolving, instruction delivery; and student engagement in the classroom. Data collected from theseanonymous surveys provided real-time formative assessment feedback that helped faculty toreact just in time to address issues related to student learning process. In addition to providingconstant feedback, these surveys have also shown to help students develop their metacognitiveknowledge and therefore become more responsible towards their academic success. It alsohelped the instructor to understand the cognition profile of the student cohort to ultimately adaptthe course content, pedagogy, and assessment to achieve an optimal learner-centeredenvironment. The effectiveness of this approach was verified by assessing the students’performance in two test groups. The control group was a previously instructed courses withoutthe implementation of this approach while the experimental group was a recently instructedcourses where this approach was implemented. Assessment results revealed that the studentssubject to this study were able to improve their grades and score higher on major exams than theprevious group of the students taking the same course without the additional benefit of periodicalfeedback. Instructional methods developed and incorporated into the course lectures forcontinuous improvement were also presented in this paper.
AU  - Rami Jubrail Haddad
AU  - Youakim Kalaani
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Google Forms: A Real-Time Formative Feedback Process for Adaptive Learning
UR  - https://peer.asee.org/20540
DO  - 10.18260/1-2--20540
ER  -