The impact of preclass reading assignments on class performance

Coulter, Chad J.; Smith, Sarah Toombs

doi:10.1016/j.cptl.2012.01.008

Cited by 7 publications

(4 citation statements)

References 10 publications

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“…Coulter et al. [ 28 ] demonstrated that mandatory pre-class readings and pre-class quizzes were beneficial to students’ examination and quiz grade in a therapeutics course. Lemoncello et al.…”

Section: Discussionmentioning

confidence: 99%

Academic outcome and moderator of flipped classroom learning program “Teaching on the Run”

et al. 2021

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Background Flipped classroom (FC) style Australian faculty development program Teaching on the Run (TOTR) was introduced into Chang Gung Memorial Hospital since 2014. However, its effectiveness in Taiwan has not been formally assessed. This work intended to examine the learning gain of TOTR and identify the moderators of FC outcome by using TOTR as a representative model of FC. Methods A non-controlled before-after study was undertaken by retrospective analysis of learning data collected during TOTR workshop. Multiple choice questions were tested at baseline (pre-test), after pre-class learning (mid-test) and after classroom activity (post-test) to assess the learning gain. All available demographic and learning variables were included in the moderator analysis. Results Stepwise and significant improvement in exam scores was noted from pre-test to mid-test and post-test (p < 0.001 for both). Univariate analysis showed pre-test scores, mid-test scores, class participation and session of TOTR were significantly associated with post-test scores. However, multivariate analysis by general linear model showed only mid-test scores and session of TOTR were significant predictor of post-test score. Generalized estimating equations analysis showed that class participation is a significant moderator that influence the scores change from mid-test to post-test. Conclusion TOTR is effective in improving knowledge of teaching skills for clinical teachers in Taiwan. Achievement in pre-class learning, class participation and learner factor are potential moderators of the FC outcome. Thus, facilitators should try their best to promote a good achievement in pre-class learning and engagement in classroom activity in FC style learning.

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Section: Discussionmentioning

confidence: 99%

Academic outcome and moderator of flipped classroom learning program “Teaching on the Run”

et al. 2021

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“…For example, Hilton et al's (2010) study of several sections of a philosophy/religion course demonstrates that students perceive that course reading leads to greater course learning-which impacts their intellectual development. In another study with Pharmacy students, Coulter and Smith (2012) demonstrate that completion of pre-class readings has a positive effect on achievement: Students with higher reading completion tended to have increased examination scores. The researchers also concluded that pre-class reading completion has a positive effect on lectures, as lectures become more interactive and discussion-based when students completed readings prior to class meetings.…”

Section: Theoretical Framework: Reading Transactional Theorymentioning

confidence: 90%

Graduate Literacy Students’ Reading Completion

Rak

Olmstead

Zhang³

et al. 2021

Brock Education Journal

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Course reading completion enhances student learning and helps deepen students’ thinking about concepts and ideas presented in class. To better understand the students’ reading completion and the factors which impact course reading compliance, the researchers engaged in an action research with 434 students enrolled in six graduate level literacy courses, or 28 classes, over nine years from 2009 through 2017. The researchers shared the results and discussed recommendations to Literacy instructors for course improvement.

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“…There are announced quizzes (Hatteberg & Steffy, 2013; Phillips & Compton, 2016), surprise quizzes (Sappington, Kinsey, & Munsayac, 2002), summaries of reading materials and learning logs (Carney, Fry, Gabriele, & Ballard, 2008; Edgcomb & Vahid, 2015; Lei, Rhinehart, Howard, & Cho, 2010; McConnell & Hoover, 2008), and textbook alternatives such as e-texts (Kuzma, Kuzma, & Thiewes, 2013; Landrum, Gurung, & Spann, 2012; Lewis & Hanc, 2012). Vandsburger and Duncan-Daston (2011) focused on faculty presenting their learning goals to students before assigning readings, and Osa-Melero (2012) and Coulter and Smith (2012) introduced pre-reading assignments as ways for students to retain their reading materials better. Finally, Ryan (2006) and Nash-Ditzel (2010) developed metacognitive reading strategies such as global assignments with planned quizzes as well as focused homework assignments.…”

Section: Review Of Literaturementioning

confidence: 99%

Reading Behavior and Compliance Among Ecuadorian University Students: A National Study

Ouyang

Hoof

Sharma

et al. 2019

Journal of Hispanic Higher Education

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A study into reading behavior and reading compliance among 2,600 students in five universities in Ecuador found that their reading behavior and reading compliance were better than among students in the United States, despite the challenges that exist in Ecuadorian higher education. Suggestions for future research, in particular with regard to improving students’ time management skills as a way to enhance their reading compliance, are included.

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The impact of preclass reading assignments on class performance

Cited by 7 publications

References 10 publications

Academic outcome and moderator of flipped classroom learning program “Teaching on the Run”

Academic outcome and moderator of flipped classroom learning program “Teaching on the Run”

Graduate Literacy Students’ Reading Completion

Reading Behavior and Compliance Among Ecuadorian University Students: A National Study

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