June 14, 2015
June 14, 2015
June 17, 2015
26.1549.1 - 26.1549.15
The Impact of Two-Way Formative Feedback and Web-Enabled Resources on Student Resource Use and Performance in Materials CoursesTwo-way formative feedback has been used extensively in the JTF (Just-in-Time-Teaching withFrequent Formative Feedback) project to help instructors understand student thinking andrespond with directed feedback and creation of web-enabled student learning resources. Whenstudents respond to an open-ended question about issues on content and concepts in a class (e.g.muddiest points) their anonymous responses extend beyond the boundaries of the framework aninstructor uses to organize and communicate, and then assess and evaluate their knowledge andunderstanding. So, if there are hidden issues in student learning such as misconceptions, skillgaps (like charting), difficult concepts, vocabulary ambiguities, etc., the instructor may neverbecome aware of them or their existence. In formative feedback students’ needs and issues arethe defining framework of learning issues, impediments, or barriers that the instructor canaddress for more effective teaching. Thus, students are empowered to play a role in their learningwhen they provide input about their instruction. Instructors in the JTF project have created avariety of web-enabled tools and resources to address issues revealed by student feedbackacquired by using Concept Warehouse or Blackboard survey tools. One tool is "pencasts" inwhich a smart pen captures a person's writing and/or drawing on a notepad along with audioinput to make a "pencast" recording as an audio PDF. These tutorial problem pencasts have beenmade into videos for the YouTube on the channel MSEASUproblems. Another popular studentresource is Muddiest Point YouTube videos at www.youtube.com/user/MaterialsConcepts.Another resource is at Quizlet.com, a web-enabled illustrated vocabulary resource athttp://quizlet.com/MatSciASU. A final resource is SlideShare.net, a public web site to whichslide sets can be uploaded, with an example at http://www.slideshare.net/mseasuslides.The use of these and other resources such as textbooks, class notes, course slide sets, etc. hasbeen characterized by a new survey tool called the Student Resource Value Survey (SRVS). Thesurvey was administered four times during the semester before each of four exams. Thus, theresearch question for this work was, "What is the effect of two-way formative feedback andassociated web-enabled resources on student resource use and impact on student attitude." Theresults of a collaborative of five materials courses at three universities were the following. Therewas a very positive impact of JTF teaching strategies on student attitude, learning, andpersistence from all institutions. Student attitude results from a Student Impact Value Survey(SIVS) showed positive results of average 64% for Interest / Attainment Value and high valuesof 85% average of Utility Value, and also 84% agreeing that the cost of effort was low. Thus, thestudents have been well motivated through classroom practice using JTF pedagogy. The SVRSsurvey showed resources students used for exam study and problem solving changed across thesemester. A few notable trends were, for exam study resource use, teaching assistant went from25% to 80%, classmates went from 56% to 67%, YouTube Muddiest Point videos went from47% to 67%, textbook readings went from 28% to 10%, and Google use fluctuated between 42%and 61%. Thus, these results generally show increasing preference to use a peer mentor andclassmates as well as electronic resources and decreasing preference to use traditional resourceslike textbooks. Impact on persistence across collaborating universities was 97% for 227 studentsin four classes in Fall 2013 and 95% for 311 students in five classes in Spring 2014. Overall, theuse of two-way formative feedback and JTF pedagogy helped guide development of web-enabled student resources as well as shifting students' resource use away from traditionalresources like textbooks and more toward peer mentors, classmates and web-enabled resources.
Krause, S. J., & Baker, D. R., & Carberry, A. R., & Alford, T. L., & Ankeny, C. J., & Brooks, B. J., & Koretsky, M., & Waters, C., & Gibbons, B. J. (2015, June), The Impact of Two-way Formative Feedback and Web-enabled Resources on Student Resource Use and Performance in Materials Courses Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24886
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