Scaffolding

Abstract

The current study examined relationships among online quiz parameters and students' classroom exam scores. The authors analyzed data from undergraduate courses across four semesters. The results revealed that regardless of the different parameters set for the online quizzes, the number of attempts that students made on quizzes was unrelated to their classroom exam scores, yet the amount of time they spent on quizzes was correlated negatively with their classroom exam scores. The results also revealed that students' scores on the online quizzes predicted their classroom exam scores, above and beyond the number of attempts, length of time allowed on quizzes, as well as their SAT Reading and SAT Math scores. The implications of these results are discussed subsequently. Future researchers may wish to provide empirical evidence on how not counting all of students' online quiz scores toward their final grade may influence students' quiz performance, given the anxiety that time limits can foster.

The quest for knowledge transfer efficacy: blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students

“…Most experienced teachers realize that weekly quizzes remain one of the best motivational tools to prompt students to keep up with voluminous, but necessary readings. Research indicates that use of online quizzes may enhance scaffolding learning outside the classroom and encourage student reading motivation (Anthis and Adams, 2012). Full-time, non-traditional student workers with family obligations may find the quiet hours, late into the night, provide needed time to participate in discussion boards, prepare assignments, and answer questions with teachers via live interactive webinars (Van Doorn et al, 2012).…”

Where Is Psychology Teaching and Learning Research Conducted? An Analysis of Institution Setting and Class Sizes

“…One additional, unexpected observation emerged while coding the data set that deserves mention: A relatively large percentage of studies (18%) did not provide clear information regarding the class size context. Even more surprising, a few studies had no indication of sample size (e.g., Anthis & Adams, 2012;Thibodeau, 2011). While most studies did provide these important details, this information should be present in every published study, as it is critical to help readers contextualize the activities presented.…”