Abstract

Providing feedback to students is one of the most effective ways to enhance their learning. With the advancement of technology, many tools have been developed to provide personalized feedback. However, these systems are only beneficial when interactions are done on digital platforms. As paper-based assessment is still a dominantly preferred evaluation method, particularly in large blended-instruction classes, the sole use of electronic educational systems presents a gap between how students learn the subject from the physical and digital world. This has motivated the design and the development of a new educational technology that facilitates the digitization, grading, and distribution of paper-based assessments to support blended-instruction classes. With the aid of this technology, different learning analytics can be readily captured. A retrospective analysis was conducted to understand the students’ behaviors in an Object-Oriented Programming and Data Structures class from a public university. Their behavioral differences and the associated learning impacts were analyzed by leveraging their digital footprints. Results showed that students made significant efforts in reviewing their examinations. Notably, the high-achieving and the improving students spent more time reviewing their mistakes and started doing so as soon as the assessment became available. Finally, when students were guided in the reviewing process, they were able to identify items where they had misconceptions.

Highlights

  • In today’s blended learning environments, paper-based examination is still one of the most popular methods for assessing students’ performance

  • This paper aims to answer the following research questions: RQ1: In terms of monitoring and reviewing, are there any behavioral differences between high-achieving and low-achieving students? RQ2: Are there any differences in the behavior of students when grouped according to performance trajectories? RQ3: What reviewing behaviors are associated with learning? RQ4: How does personalized guidance affect the behavior of students when reviewing?

  • This paper discussed the design of an educational technology that facilitates the digitization, grading, and distribution of paper-based assessments in blended-instruction classes

Read more

Summary

Introduction

In today’s blended learning environments, paper-based examination is still one of the most popular methods for assessing students’ performance. Despite a wide range of computer-based approaches to conducting examinations, the traditional paper-based method still appeals to the teachers due to its flexibility and simplicity. It gives them a straightforward way to manage their class due to the required physical presence. Academic dishonesty could be deterred through in-person proctoring. The same conventional class management method presents a challenge. It requires significant effort to generate meaningful and personalized feedback to students while ensuring consistency within and between the graders. With the trend of gradually shifting towards technologically enhanced classrooms, such as smart classrooms or online streaming classes, the traditional blended classes necessitate an upgrade

Objectives
Methods
Results
Conclusion
Full Text
Published version (Free)

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call