Online Quizzes Research Articles

Identification of E-Examination and E-Learning Environment Related Factors during COVID-19 and its Association to Academic Failure in Dental Students of a Developing Country: a case-control Study

Background: During COVID-19 all universities have shift their face to face teaching pattern to e-learning. Objective: This study explores various factors of E-exams and learning associated to academic failure during Covid-19. Material and Methods: A case-control study was conducted in March, 2021 among 225 dental undergraduate students out of which 75 were cases (failed) and 150 were controls (passed). Online questionnaire consisted of 24 items was filled by BDS students’ from first year till final year. Hence, odds ratio was calculated by using SPSS version 23. Results: The results of the study revealed that the rate of failure among the dental students from first year till final year was (60%), (11.1%), (13.9%) and (19.0%) respectively (p= 0.000). Significant E-exam related factors associated to academic failure were effort and time required to attempt exams (p=.000, OR=1.8), online OSPE/OSCE (p= .001, OR=2.7), technical IT skills (p= .009, OR=2.1), Student’s presentation marks (p=0.05, OR=1.7) and cheating (p=0.03, OR=1.8), whereas lower risk factors were MCQ’s (p=0.06), synchronous oral viva (p=0.5), internet connectivity issues (p=0.2), assignments (p=0.3) and online quizzes (p=0.7). Factors associated with highest risk of failing were pre-recorded didactic online lectures (p=0.03), less responsibility of learning online (p=0.04), dissatisfied bedside clinical skills (p=0.02) and poor attendance (p=0.05). Conclusion: The results of the study conclude that faculty training is immediately required to conduct fair online E-assessments, OSCE/OSPE using appropriate technology and include presentation marks. While designing E-courses, interactive virtual sessions should be conducted to improve student engagement and attendance. Keywords: Academic failure, Dental students, Remote E-exams, Undergraduate

CHALLENGES AND BENEFITS OF ONLINE TEACHING IN HIGHER EDUCATION

The present study highlights the challenges and benefits influencing the acceptance, and use of e-learning as tool for teaching within higher education. It will help to develop a strategic plan for the successful implementation of e-learning and view technology as a positive step towards evolution and change. An attempt has been made to find the effectiveness of online teaching-learning methods in Higher Education. A questionnaire has been specially designed and deployed among college faculties and students. About 200 faculties from university and Education colleges in Ujjain have taken part in the online survey and submitted responses. It was found that multimedia, digital collaboration with peers, video lectures delivered by faculty handling the subject, online quiz having multiple choice questions, interaction by the faculties during lecture and online materials provided by the faculty promoted effective online learning. Virtual classroom unlike traditional classroom, give unlimited scope for introducing teaching innovation strategies. The use of ICT tools promotes technological innovations and advances in learning and knowledge management. This paper explores the online teaching - learning tools, methods, and a survey on the innovative practices in teaching and learning. Challenges and benefits of online teaching, various components on the effective use of online tools, team- based collaborative learning, simulation and animation - based learning are discussed and explained in detail.

Teaching Human-Computer Interaction Modules—And Then Came COVID-19

In teaching Human-Computer Interaction at university level, it has always been beneficial to explain the related theory and engage students in a practical way, whether individually or in groups. And then came COVID-19. Face-to-face classes were replaced by emergency remote teaching methods. Students became student numbers in cyber space. The danger became real to convert back to the traditional way of presenting lectures, namely a lecturer doing all the talking and the students being the passive audience. This paper describes how the author had to adapt and innovate in terms of teaching Human-Computer Interaction modules to university students in a practical way during the COVID-19 pandemic. Frequent online quizzes, audio messages, online group discussion, smaller topic-dedicated practical activities, and webinars encouraging student participation, were employed. Instead of having access to eye-tracking technology in a usability laboratory, students had to innovate for usability evaluation assignments by employing observation, think-aloud protocols, and performance and self-reported metrics as data gathering methods. The laboratory had to be replaced by COVID-compliant places of residence. The outcomes of adapting previously-used teaching methods and inventing new ways to encourage student participation, were surprisingly positive. An additional advantage was that many of these methods turned out to be so successful that their application could be continued and extended to post-pandemic times for a blended learning approach to further enrich Human-Computer Interaction teaching.

Examining the Efficacy and Results of a Short-Form Alzheimer's Survey With College Students

College students are important stakeholders in addressing the significant costs of Alzheimer’s disease in their future roles as caretakers, health care consumers, taxpayers, and as individuals in the workforce whose careers may interact with and impact those with Alzheimer’s and their caregivers. To assess their knowledge of Alzheimer’s, a 10-item True/False on-line quiz was presented to 912 students in Introductory Psychology classes. Participants were 61% white, 13% Asian/Asian American, and 10% Latinx, with 14% reporting other racial and ethnic groups, including that of mixed heritage; 59% of the sample self-reported as female. The quiz was counterbalanced such that items appearing in one format (e.g., True) appeared in the other format (e.g., False) across the two forms of the quiz. A significant difference was found for percent correct in Form A (61.4%) versus Form B (59.3%). In order to prompt participants to consider the ways the disease may impact their own lives, additional questions examined students’ own experience with Alzheimer’s, their interest and willingness to take action towards supporting Alzheimer’s research, and their perceptions about how Alzheimer’s would impact their lives personally, financially, and in their career pursuits. The research extends the findings of earlier research on student knowledge of Alzheimer’s (e.g., Bailey, 2000; Eshbaugh, 2014) by allowing the results to be broken down by gender, race/ethnicity, and student major. It also expands upon those findings by identifying how college students project the societal effects and costs of Alzheimer’s to their own lives and livelihoods.

Coherently Organized Digital Exercises and Expositions

We describe an organizing principle for online learning materials; we term coherently organized digital exercises and expositions. Larger in scale than individual lessons but smaller than a programme of study, this innovation in instructional practice is increasingly guiding our thinking in the development of university mathematics courses. Essentially we have taken the book and put it inside automatically assessed online quizzes. In doing this, we embrace the potential provided by new technology to implement evidence-based practices such as spaced retrieval practice. This paper discusses details of this innovation, and how we have implemented it. On the basis of these experiences, we believe this innovation has the potential to change the model of education for university mathematics courses in substantial and non-trivial ways.

Design, Implementation and Evaluation of Azmer Online Quiz Application Based on Technology Acceptance Model (TAM): A pilot study

Design, Implementation and Evaluation of Azmer Online Quiz Application Based on Technology Acceptance Model (TAM): A pilot study

Prospects, challenges and evaluation of the BSc in EEE programme for diploma in engineering holders

The acquisition of a BSc in EEE is a requirement for a successful career in engineering. However, not all students in Bangladesh have the opportunity to gain admission into degree programmes. The aim of this research is to report the challenges that the Department of Electrical and Electronic Engineering faced in attracting students to the BSc in EEE programme, as well as how they assessed and evaluated the students. The research was a case study conducted in the fall semester of 2020 during the period of online education due to the COVID-2019 pandemic. Various examination and assessment tools were used for the student performance evaluation. Some of the statistical parameters like average, maximum and median were used for the comparative analysis of the student performances on online quizzes, assignments and the obtained letter grades of the regular and evening programmes. It was found that in most of the cases evening programme students performed better in the same course. Keywords: Diploma in Engineering, evening programme, online teaching–learning, performance assessment and evaluation.

Education about Learning Motivation, Time Management, and Pocket Money Management for Students of Strada Bhakti Utama Junior High School

Covid-19 pandemic has raised several problems faced by students including declining motivation to learn, lack of time to do independent assignments, and reduced amount of pocket money given by parents. This community service (CS) was designed to assist students in overcoming these problems through online education and training activities to increase students’ learning motivation and increase literacy on time management and pocket money management. Partners in this CS activity were 53 students of Strada Bhakti Utama Junior High School. The method of implementing activities used are counselling, exercises, and questions and answers. The success rate of this CS program was measured from analysis of the pre-test and post-test results conducted before and after the activity as well as from assessment of students' accuracy in answering online quiz questions. Based on results of pre-test and post-test analysis, CS activities through education and training on learning motivation, time management, and pocket money management were proven to be able to increase students' understanding of the importance of managing pocket money, saving, managing time, motivation, and source of motivators in life. In addition, based on the results of online quiz assessments, most students could answer correctly the questions about the material presented.

The effect of online quizzes in improving physical therapy students’ exam scores in a pharmacology course

Objectives: This study aimed to measure the performance of physical therapy students in the pharmacology course by using pre-and post-lecture online quizzes. Methods: A total of 119 graduate students from the physical therapy program in their second year participated in this study. Pre- and post-lecture online quizzes, created using Google forms, were delivered before and after each lecture, respectively. Each online quiz consisted of ten multiple-choice questions about the three different pharmacology topics covered in the classroom from midterm to final exam. Results: The average score of the post-lecture quiz was improved significantly compared with the pre-lecture quiz in all three pharmacology units: CNS (4.51/10 vs. 8.18/10) Endocrine (5.67/10 vs. 8.84/10), and Chemotherapeutics (3.27/10 vs. 6.77/100), p < 0.0001. By using the total percent of pre-and post-lecture quizzes, the results remained significantly higher in the post-lecture quiz (44.97% vs. 80.00%) (p < 0.0001). However, by comparing the effect of online quizzes on students’ performance between the midterm and the final exam, our data revealed that students’ grades on the final exam were insignificantly higher compared with midterm grades (85.37% vs. 86.58%, P-value <0.51). An experimental group that took the online quizzes had insignificantly higher grades on the final exam compared with the final exam scores of the control group that did not take the quizzes (86.58% vs. 84.21%, p-value 0.39). Conclusions: The results of this study demonstrated significant improvement in students’ performance in their online post-lecture quizzes compared to their pre-lecture quizzes, but that improvement did not reflect significantly on their final exam grades.

Impact of Supplemental Material Use on Student Metacognitive Monitoring and Calibration

Objective. To determine whether third year Doctor of Pharmacy students' self-reported use of optional supplemental material impacted their ability to accurately predict their performance on a low-stakes assessment.Methods. An instructor created optional supplemental material in the form of an online quiz. Students were asked to report whether they used the supplemental material and to predict and postdict their performance on an in-class assessment. The relative accuracy of the predictions and postdictions as well as the assessment grades and overall course grades were compared between students who reported using the supplemental material and those who reported not using the supplemental material.Results. More than half of the students (60%) reported using the supplemental material. Most students underpredicted their performance on the in-class assessment, but there was no difference in the accuracy of predictions based on supplemental material use or non-use (-1.2 vs -1.0) or on the postdictions (-1.3 vs. -1.0). Students who reported using the supplemental material performed better on both the low-stakes assessment (7.7 vs 7.2 out of 10) and overall in the course (87.0% vs 84.9%).Conclusion. Pharmacy students' self-reported use of optional supplemental material does not appear to impact their ability to accurately predict their performance on a low-stakes assessment.

Does Kahoot Challenge Mode Motivate Students’ Better Than Google Form in Doing Online Homework?

Kahoot and Google Form, such as E-learning application commonly used in conducting online quizzes. This study is aimed to prove out whether the students’ implemented Kahoot Challenge Mode have better motivation than students implemented Google Form for their autonomous homework. The research design of this research is quantitative research method, and the approach is quasi-experimental. The sample is the second semester of English Language Education Department at STKIP PGRI Trenggalek. The researcher uses questionnaires to gain detail information about the students' perception of the implementation of Kahoot Challenge Mode and Google Form toward their motivation in their autonomous homework. The researcher uses the independent sample t-test formula to calculate the test result. After obtained the result, the researcher concluded that there is an effect on students’ motivational learning by using Google Form. The interpretation of this research was a positive influence on the motivation of English Language education students' studying program through Google Form but not with Kahoot Challenge Mode. So, the conclusion is that students who do independent assignments through Kahoot Challenge Mode do not have better motivation than students who do independent assignments using Google Form.

Pemanfaatan media pembelajaran berbasis kelas virtual di masa pandemi

During distance learning (PJJ), teachers have difficulty developing creativity regarding the online learning process, especially when compiling learning media. Service activities were carried out by the Eduscape Group Research team from the Sebelas Maret University FKIP together with the Sociology MGMP of Karanganyar Regency as an effort to optimize online learning. The learning media provided by Google for Education, especially Google Slides, was chosen to be the main target for the preparation of virtual classes because it has flexibility, ease of use, and is easily accessible by both teachers and students. The method of implementing service activities is carried out in the meeting room of SMA Negeri Karangpandan, Karanganyar Regency, face to face with stringent health protocols. Service activities consist of material presentation, demonstration, mentoring and collection of virtual class results. The result of this activity is that teachers can compose and use and create learning media through various online platforms (google slides, online quizzes, pdf converters, exploration of material content on youtube) to prepare virtual classes.

“Brachy-mergency!”: Developing and Implementing an Effective HDR Emergency Response Training Course

A stuck HDR source during brachytherapy (BT) treatments is rare but serious medical emergency. A rapid and coordinated response by providers is necessary to limit exposure and avoid serious injury to the patient. At our institution, previous training consisted of informal verbal instruction and review of the HDR workflow, resulting in considerable variability in preparedness. As a quality improvement project, we developed a standardized BT emergency training program to improve the confidence and preparedness of our staff in responding to and resolving such emergencies.We developed an educational course using vendor material, AAPM Task Group publications, reviewed high-profile BT accidents, and integrated suggestions from physics and clinical faculty. Before and after the training session, participants completed an online quiz and survey to assess baseline knowledge and confidence (5-point Likert scale). Participants first underwent a timed simulation that required manual source retraction. This simulation was also repeated at the end of the training session. Next an educational 1-on-1 discussion and presentation was conducted to review the structure, function, and workflow of BT treatments and all equipment involved. We reviewed and virtually drilled the necessary steps for a stuck-source emergency, cardiac arrest, and other medical (e.g., seizure, unstable patient) and technical (aborted check cable run) predicaments. Statistical analysis comparing pre- and post-training quiz scores and simulation times was completed using paired t-tests.10 staff members volunteered to participate in the "brachy-mergency" training course including resident and attending physicians, medical physicists, and medical students. The average quiz score was 68% before training, and significantly increased to 90% (P = 0.002) after training. The average time to resolve the stuck-source simulation was 99 seconds before training, and significantly decreased to 47 seconds (P < 0.001) after training. Only 20% of subjects initially agreed that they were confident in their ability to recognize a stuck-source emergency, and 30% agreed in their ability to resolve the emergency. Post training these measures were 100%. Lastly, 90% of subjects agreed that the training session was a positive learning experience, and 100% agreed that it should be a standard component of radiation oncology training.We successfully developed and implemented an HDR emergency response training course for our department that significantly improved knowledge, response time, and confidence in resolving stuck-source and other BT emergencies. We plan to refine and expand this program to improve our preparedness for years to come.

602 From Laptop to Laparotomy: A Retrospective Evaluation of Virtual Teaching Methods in Surgical Anatomy During COVID-19

IntroductionSound knowledge of anatomy is the cornerstone of safe surgical practice and COVID-19 has created new barriers to universally achieving this standard of education. There has been drastic change to the way in which anatomy education is delivered, with the loss of ‘face-to-face’ and ‘hands-on’ teaching methods creating unique challenges in a subject that relies on students’ understanding of 3-D concepts. Globally, institutions have switched to online learning methods and student experience is vital in shaping this new landscape and optimising resources.MethodA retrospective, online survey distributed to a cohort of Year 2 BMBS students after a term of anatomy teaching during COVID.Results40 students participated in the survey. Qualitative feedback was largely positive towards online learning. Smaller groups and facilitator-led sessions, for example utilising virtual ‘breakout rooms’, were more favourable. Sessions based around clinical scenarios appeared the most popular, followed by those using an online quiz format and then those using virtual dissections on an anatomy app (63%, 39% and 18% of students rating each option respectively as ‘extremely helpful’). Where feedback was negative, themes included a perceived lack of 3-D visual aids or ‘real-life’ anatomy and difficulty navigating the anatomy app used for virtual dissection.ConclusionsSmall group sessions with a focus on clinical scenarios were the most popular. The ability to visualise structures in 3-D remains an important component of student experience. The challenge lies in simultaneously delivering new anatomical concepts while supporting students to adapt to the new technology that will enable this.

Do students space their course study? Those who do earn higher grades.

We examined students’ naturalistic decisions about spacing their study in an undergraduate course (N = 185) and whether self-selected spacing predicted course performance. Usage of two study tools – an online textbook and quiz tool – was recorded daily. We operationalized spacing as how often the tools were used and the timing of their use relative to exams. We found that students increased their study near deadlines and exams, used the textbook more often than the quiz tool, and used the tools infrequently when they were optional (vs. required). Importantly, spaced retrieval practice (via quiz tool) predicted course performance and GPA, whereas spaced reading (via textbook) was a weaker predictor. That is, when students opted for more frequent and early quizzing, they earned higher grades, even controlling for time spent quizzing. Thus, self-selected spaced study – especially spaced retrieval practice – supports student achievement.

Online job quality quizzes: are they of value?

PurposeThis paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.Design/methodology/approachThis briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.FindingsThe results show that the sample recruited for participation in the online quiz is skewed towards those working in the public sector, people in higher education and towards younger age groups and women whereas the random probability survey is more representative of the adult working population in the UK.Originality/valueThe briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Flipped laboratory classes: Student performance and perceptions in undergraduate food science and technology

AbstractIn STEM (science, technology, engineering, and mathematics) courses, undergraduate laboratory classes are vital for students to develop competencies such as critical observation, collaboration, critical thinking, technical, and problem‐solving skills. Thus, for students to successfully acquire these competencies, preparation for laboratory classes is essential. This study aimed to explore the students' performance and perceptions of online pre‐laboratory videos and quizzes in undergraduate food science and technology. Quantitative data on student usage statistics of the videos, student performance in online quizzes and practical reports scores and student perceptions were analysed to provide a detailed perspective of the course. The students' performance was above 60% in all pre‐lab quizzes for both the 2018 and 2019 cohorts. The average pre‐lab video views were higher in the 2019 cohorts compared to the 2018 cohort. The majority of the students felt that the topics were well explained in the videos (M = 4.25 ± 0.84) and it was easy to learn from the videos (M = 4.31 ± 0.76). In terms of students perceptions, a strong positive correlations were found between course organisation and motivation and self‐efficacy (r = 0.86, p &lt; 0.05); course engagement and motivation and self‐efficacy (r = 0.82, p &lt; 0.05). The strongest positive correlation was between course organisation and online engagement (r = 0.95, p &lt; 0.05). The results of this study suggest that the introduction of multimodal/digital preparation resources (pre‐lab videos and online quizzes) was positively received and benefited the students. Students have engaged enthusiastically with these resources and completed the majority of the tasks set. These findings will further expand research directed towards student perception of the lab experience and aid in the adaptation of food science and technology curriculums to accommodate both student and university needs.

PEMAHAMAN KONSEP MATERI PERKULIAHAN MELALUI KUIS DENGAN APLIKASI GOOGLE FORMS PADA MATA KULIAH BUDAYA MELAYU DI FKIP UNIVERSITAS RIAU

This study aims to describe 1) the ability to write in their own language; 2) The ability to make fragments that show a certain meaning of the material; 3) Ability to assemble material based on the sequence of processes; 4) the ability to write an idea clearly; 5) Ability to make material conclusions; 6) The ability to be able to find the main idea in the material; and (7) The ability to retell in their own language. The study used a descriptive quantitative approach, taking a sample of 40 people using an online questionnaire. The questionnaire has been declared valid and reliable through a trial on 15 students outside the study. Data processing using descriptive statistics. The results of this study found that the majority of students during lectures were outside the city of Pekanbaru, the device used was Android, the network used was data packets, while their internet network was always in moderate condition, but student learning achievement (GPA) was above average, so that it can allow students during lectures to understand the concept of material through online quizzes using google forms. It was found that almost all students could understand the concept of material through online quizzes using google forms, especially on the ability to write in their own language, and the ability to retell in their own language. This is possible because students' abilities are above average even though the internet network they use is weak.

Creating a university evolution garden: An integrated learning approach for teaching land plant evolution

Societal Impact StatementSolutions to many of society's major challenges currently relate to plants, for example, feeding a growing global population, reducing crop water use, minimising pesticide use, and mitigating climate change, to name just a few. Solving global challenges requires high‐calibre plant science graduates with a fundamental understanding of plant evolution and the impacts of past climate change on extinction and speciation events, along with the knowledge required for sustainable global plant production, especially for food, under current and future climate change. Equipping these graduates for the future is a responsibility of university educators who must adopt innovative education methods to achieve this challenging goal.SummaryThe concept of land plant evolution is difficult for botany and biology undergraduates to grasp because it spans half a billion years, a timeline that cannot be easily visualised. We established the University College Dublin (UCD) Evolution of Land Plants Garden to improve student understanding, knowledge, and engagement in a purpose‐built ‘living’ outdoor classroom in which they can ‘walk’ through land plant history. We focus on the concept, configuration, and planting, how the garden has improved student learning, and how it could be adapted for other learning outcomes. The garden is divided into five sections depicting key innovations in land plant evolution, beginning with ‘Before land plants’, followed by ‘Cuticle’ where the Bryophyta appear, ‘Vascular tissue’ with the Pteridophyta; ‘Seed’ with the gymnosperms; and ‘Flower’ with the angiosperms. Analysis of quantitative student feedback and performance indicates that students' understanding of the subject was improved significantly by ‘walking through’ a living evolutionary history in practical classes, supported by lectures, laboratory work, and online quizzes. We present a template that could be adopted widely to engage students with plant evolution, in the context of decreasing engagement with plant sciences among young people.

Student use of homework assistance websites

ABSTRACT The recent pandemic necessitated a migration to online instruction leading to concerns regarding the integrity of online assessments as a result of the presence of fee-based websites that disseminate answers to students. We validated this concern by evaluating student performance on an online quiz where some of the questions had easily searchable answers, and others that had been altered so that an internet search would return no usable results. Analysis of the results showed that students performed better on the readily searchable questions compared to those that were not. A follow-up study was conducted in which access to other websites was prohibited. In this assessment, students performed significantly worse on the previously searchable questions, but their performance on the de-identified questions was unchanged. Collectively, these results indicate that there was student use of homework assistance websites to obtain answers, a problem that should trouble accounting educators across the globe.