Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format

Riffell, Samuel K.; Sibley, Duncan F.

doi:10.1016/j.compedu.2004.01.005

Cited by 137 publications

(89 citation statements)

References 15 publications

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“…Freeman et al [2] indicate that online graded practice exams, as part of a strategy of active learning exercises, increase the performance of students in introductory biology, especially those at high risk for failing the course. Riffell and Sibley [3] also show that hybrid course formats that use online assignments to promote active learning improve student performance. Web-based activities also provide greater flexibility for students to choose when they will complete activities, and may increase student learning by increasing the participation in course activities [4,5].…”

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confidence: 99%

The effect of access time on online quiz performance in large biology lecture courses

Metz

2008

Biochem Molecular Bio Educ

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To better understand the dynamics of online student test taking, including the likelihood of cheating by large numbers of students, we examined test-taking patterns and outcomes of weekly online quizzes in two large undergraduate biology lecture courses. Students taking a quiz late in a 1-3-day quiz access period performed 10-15% worse on quizzes than the students who completed the quiz early. Quiz access time was also negatively correlated with performance in other course components and course grades. These patterns suggest that academic dishonesty was not a determinant in unsupervised online quiz performance. Students generally completed quizzes in late afternoon or evening hours, but students who completed quizzes between midnight and 8 a.m. had significantly lower quiz grades than their peers. In addition, upper-division students were more likely to characterize weekly online quizzes as more helpful for their learning than the lower-division students.Keywords: Biology, cheating, web-based instruction, online examination.The use of online course management systems (CMS) 1 such as Blackboard, WebCT, and Moodle is becoming more common in higher education. In spring 2007, Montana State University (MSU), Bozeman, offered 299 courses on campus with a CMS component and 59 distance education courses delivered via CMS. Over 8,800 of MSU's 12,000 students (73%) had at least one course that used Web-CT in the school year [2006][2007]. In this article, we examine student performance on weekly, graded, online quizzes in two large biology lecture courses. We hypothesized that the majority of students would access the quiz late in the access period, and also hypothesized that average scores would increase over the access period as early quiz-takers shared information about quiz content with fellow students.Web-based activities, including online quizzes, can increase student performance in a course, suggesting that these activities are worthwhile. DeSouza and Fleming show that students who practice for exams using online quizzes outperform peers who take traditional paper and pencil quizzes [1]. Freeman et al. [2] indicate that online graded practice exams, as part of a strategy of active learning exercises, increase the performance of students in introductory biology, especially those at high risk for failing the course. Riffell and Sibley [3] also show that hybrid course formats that use online assignments to promote active learning improve student performance. Web-based activities also provide greater flexibility for students to choose when they will complete activities, and may increase student learning by increasing the participation in course activities [4,5].One great concern in using online assignments, particularly online testing, is the potential for academic dishonesty. Even in the absence of computers, it is clear that cheating is prevalent in our educational system [6]. At least 70% of high-school students admit to having cheated [7]. More recent studies commissioned by the Educational Testing Service (ETS) ind...

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The effect of access time on online quiz performance in large biology lecture courses

Metz

2008

Biochem Molecular Bio Educ

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“…In designing the tests, the items were individualised to discourage the students from copying others' answers [25]. To this end, we randomised the arrangement of questions and options so that each student received a different version of the test questions.…”

Section: Design and Structure Of The Online Testsmentioning

confidence: 99%

“…To this end, we randomised the arrangement of questions and options so that each student received a different version of the test questions. As suggested by Riffell and Sibley [25], we applied a random number algorithm to allow the web system to select a certain number of questions from question banks that we had prepared earlier.…”

Section: Design and Structure Of The Online Testsmentioning

confidence: 99%

Designing and Evaluating the Use of Smartphones to Facilitate Online Testing in Second-Language Teacher Education (SLTE): An Auto-Ethnographic Study

Solihati

Mulyono²

2018

Int. J. Emerg. Technol. Learn.

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Abstract-This paper reports on an auto-ethnographic study of the use of smartphones to facilitate online testing in the context of second-language teacher education (SLTE). A total of 54 pre-service teachers participated in the study. Preliminary data were collected through observation and written reflection, and additional data were gathered from interviews and students' web activity logs to enable triangulation. Thematic analysis was carried out on the qualitative data. The findings show that smartphones are a viable electronic tool to facilitate online testing in an SLTE context. More importantly, using Moodle as an online test platform meets both teachers' and students' needs with respect to aspects such as design, test structure and online testing activity. The study also highlights some benefits and challenges of employing sequential and multiple-attempt test modes and providing delayed feedback on online tests. The implications of these findings are discussed, with suggestions for further research in the field.

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“…The interaction with faculty and social networking with peers are important factors for academic success (Vuong, Brown-Welty, & Tracz, 2010). If students are kept engaged in their academic programs (Dizik, 2010), this elicits students' stronger positive opinions for e-learning environments (Lei & Gupta, 2010;Riffell & Sibley, 2005).…”

Section: Relationship Of Social and Academic Integration External Atmentioning

confidence: 99%

E-Learning Student Perceptions on Scholarly Persistence in the 21st Century with Social Media in Higher Education

Lint¹

2013

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The purpose of this quantitative analytic study is to evaluate and test the theoretical underpinnings of the Kember (1995) student progress model that examines the direct or indirect effects of student persistence in e-learning by identifying the relationships between variables such as student perceptions, performance, cost-benefit analysis, and student persistence. Thomson (1999), Houle (2004), Harlow (2006), and PortaMerida (2009) verified the reliability and validity of the theory, yet their results are slightly dissimilar in the magnitude of influence on student persistence. Former studies indicate that it could be meaningful to reexamine the variables in more current studies. The online survey in this study explored the relationships among variables. The population of the sample of this study was 169 students at a public community college in Maryland that is offering online and hybrid degree programs. The logistic regression and multiple regression analysis were utilized to analyze the survey data. The findings of this study consistently indicated that negative external attribution was a significant factor for student persistence, degrading the student's work. Simultaneously, individual student grade point average (GPA) and academic integration were highly correlated to student persistence. The findings of this study convey the current phenomena and knowledge of e-learning regarding student persistence. Social media has been seen as a potential problem, but it could also be a solution if it increases social interaction on focused scholarly topics. Decreasing external attribution and encouraging higher GPA by increasing the academic integration help students continue to pursue their educational goals.

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Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format

Cited by 137 publications

References 15 publications

The effect of access time on online quiz performance in large biology lecture courses

The effect of access time on online quiz performance in large biology lecture courses

Designing and Evaluating the Use of Smartphones to Facilitate Online Testing in Second-Language Teacher Education (SLTE): An Auto-Ethnographic Study

E-Learning Student Perceptions on Scholarly Persistence in the 21st Century with Social Media in Higher Education

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