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Incorporating Critical Thinking into Assessment of Online Learning. Gary Ury Connie Ury Patricia Wyatt Northwest Missouri State University. Purposes of Assessment. Provide immediate feedback Help students apply what they have learned Are the same for both on-ground and online learning.

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Incorporating Critical Thinking into Assessment of Online Learning

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Incorporating critical thinking into assessment of online learning l.jpg

Incorporating Critical Thinking into Assessment of Online Learning

Gary Ury

Connie Ury

Patricia Wyatt

Northwest Missouri State University


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Purposes of Assessment

  • Provide immediate feedback

  • Help students apply what they have learned

  • Are the same for both on-ground and online learning


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Classroom of the 21st Century

  • Electronic delivery of content for both on-ground and online classes

  • Interaction w/ other students & faculty occurs outside the classroom


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Engaging the Online Learner

  • Why engage students in both visual & auditory ways?

    • Verbal teaching--20% retention after 72 hrs.

    • Demonstration--20% retention after 72 hrs.

    • Telling & showing--65% retention after 72 hrs.

      (Weiss McGrath Report qtd. in Bernstein, 2002)


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Online Courseware Provides

  • Multiple choice and true/false tests

  • Randomized tests

  • Narrated lectures & presentations

  • Written material

  • Learning objects

  • Threaded discussions & chat

  • Group areas for team & group sharing


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Online Instruction Often Lacks

  • Aha! moments

  • Peer to peer interaction

  • Faculty to student interaction—”It’s Up to Them Syndrome”


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Using Computers Model

  • Interactive tutorial

  • Web page w/ examples

  • Online audio/video lectures

  • Threaded discussion

  • Complete a scoring guide as a group

  • Peer evaluation


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Success Online

  • Answers to the scoring guide more complete than oral reports

  • Evaluation of other group’s work showed growth


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Management Information Systems

  • Research component (article review)

  • Discussion required after each unit

  • Case based projects required on timeline

  • On-line exams with time limits

    • Open book, Open note

    • Some true/false & multiple choice

    • Substantial points in essay components

  • Graduate version includes detailed case analysis with peer assessment components.


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Better discussion even if it is forced.


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Programming Courses

  • Project oriented (May receive partially completed program to modify)

  • Book selection is extremely important

    • Tutorial based books work best

    • Supplement text with additional examples

  • Monitor for student questions and frustrations

  • Have other students review, grade, and fix cod--then submit to instructor for approval and posting.


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Answer Questions in public just like a real classroom


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This concept is used with traditional classes as well


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Time remaining


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Challenges

  • Some students failed to participate

  • Directions must be foolproof

  • Time spent explaining assignment

  • Time spent monitoring threaded discussion

  • Need to download, grade, & upload scoring guides

  • Need for students to learn special tools to participate (Winzip, courseware, files)


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