دورية أكاديمية
Access to Online Formative Assessments in Lower-Division Undergraduate Biology Courses: Investigating Barriers to Student Engagement
| العنوان: | Access to Online Formative Assessments in Lower-Division Undergraduate Biology Courses: Investigating Barriers to Student Engagement |
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| اللغة: | English |
| المؤلفون: | Upchurch, Allison M., Kirkwood-Watts, Dana L., Brazeal, Kathleen R., Wheeler, Lorey A., Couch, Brian A., Johnson, Gabrielle B., Spier, Sarah K. |
| المصدر: | CBE - Life Sciences Education. Dec 2022 21(4). |
| الإتاحة: | American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| تاريخ النشر: | 2022 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | DUE1610621 DUE2044243 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Computer Assisted Testing, Formative Evaluation, Undergraduate Students, Biology, Learner Engagement, Barriers, Online Courses, Student Attitudes, Educational Resources, Course Organization, Interpersonal Relationship, Educational Environment, Student Characteristics, Technology Uses in Education |
| DOI: | 10.1187/cbe.22-05-0098 |
| تدمد: | 1931-7913 |
| مستخلص: | Instructors use a variety of online formative assessment (FA) activities to support learning outside class. Previous studies have revealed barriers for students in online courses, but little is known about the barriers students experience when completing online FA assignments. Understanding these barriers to access is critical to fostering more inclusive learning for all students. Using a framework from previous work in online learning, we examined student perceptions of online FA access with respect to five barrier categories: technical resources, instructor organization, social interactions, personal engagement, and learning environment. We developed and administered a survey to more than 1200 undergraduate biology students at 2-year and 4-year institutions. Students responded to statements using Likert scales and open-ended prompts. Statistical models indicated differences in access across the barrier categories and revealed that demographic characteristics were associated with certain barrier categories. Furthermore, technical resources, instructor organization, and personal engagement barriers were associated with lower course performance. In open-ended responses, students most frequently suggested that changes to scheduling logistics, course delivery, and FA format would improve their online FA experience. We discuss how these findings and student suggestions can inform instruction, particularly how instructors can alter their FA characteristics to better suit their student populations. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1375728 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1931-7913 |
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| DOI: | 10.1187/cbe.22-05-0098 |