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Online Quizzing and Incremental Feedback for Distance and Local Students

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Electrical and Computer Division Technical Session 3

Tagged Division

Electrical and Computer

Tagged Topic

Diversity

Page Count

11

DOI

10.18260/1-2--28723

Permanent URL

https://peer.asee.org/28723

Download Count

239

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Paper Authors

biography

Dale N. Buechler University of Wisconsin, Platteville

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Professor, Department of Electrical Engineering
ASEE Mathematics Division 2011 Distinguished Educator and Service Award
Wisconsin Teaching Fellow (UW-Platteville) 2009 – 2010
Electrical Engineering Department Assessment Chair (2008 – Present)
ASEE Mathematics Division Chair (2006-2007)
ASEE Mathematics Division Program Chair (2005-2006)

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Abstract

At our institution we offer have been offering our electrical engineering (EE) program to place-bound students throughout the state for a number of years. These streaming-video offerings occur in concurrence with our local course offerings. The distance portion of our program continues to grow, with distance students now comprising about 25% of the students enrolled in a given course. This expansion of distance students combined with diminishing state resources has led to some unique instructional challenges.

Several years ago we implemented a series of pilot studies to investigate the effectiveness of auxiliary techniques that supplement the instruction for both the local and distance students who are enrolled in these classes. Based on the results from these pilot studies, a multi-year study was implemented to investigate the use of online quizzing and incremental feedback to promote student self-directed learning and improve student confidence. This approach is not a replacement for, but instead a supplement to traditional assignments and projects.

This paper describes the results of that multi-year study implemented in different types of electrical engineering courses. The purpose of the project and student outcomes are summarized. The implementation differences and limitations for the different types of electrical engineering courses (theoretical, mathematical, laboratory) are discussed. The results of student survey data clearly show that students like online quizzing with feedback as implemented in this study. Finally, the implications of faculty workload, both in the short and long term, are discussed.

Buechler, D. N. (2017, June), Online Quizzing and Incremental Feedback for Distance and Local Students Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28723

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