Student Behavior in the Virtual Environment: Using Web-based Quizzes to Promote Student Learning.
This exploratory comparative study examined the efficacy of Web-based formative assessments in promoting student performance on in-class summative assessments. Online quizzes were incorporated into one section of a foundational undergraduate social work class (N = 25). Pre- and post-tests were admin...
| Published in: | Journal of Baccalaureate Social Work Vol. 10; no. 2; pp. 102 - 112 |
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| Format: | Article |
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Journal of Baccalaureate Social Work
Spring 2005
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510492457&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510492457 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10847219 RA7 jtl: Journal of Baccalaureate Social Work issn: 10847219 maglogo: N pubinfo: dt: Spring 2005 vid: 10 iid: 2 pid: 19800 pub: Journal of Baccalaureate Social Work artinfo: ui: 510492457 ppf: 102 ppct: 10 formats: fmt: – @attributes: type: T – @attributes: type: P size: 588KB tig: atl: Student Behavior in the Virtual Environment: Using Web-based Quizzes to Promote Student Learning. aug: au: Bergquist, Kathleen Ja Sook su: Internet in education Social services Students' conduct of life sug: subj: Internet in education Social services Students' conduct of life keyword: Social work -- Examinations ab: This exploratory comparative study examined the efficacy of Web-based formative assessments in promoting student performance on in-class summative assessments. Online quizzes were incorporated into one section of a foundational undergraduate social work class (N = 25). Pre- and post-tests were administered to the experimental group (N = 25) and a comparison group (N = 25) which did not have access to the formative assessments. A comparison of pre- and post-test mean differences neared significance (p = .051), with students who took the Web-based quizzes performing only slightly better than those who did not. Instructor evaluations and final course grades were analyzed for triangulation purposes. Implications for the use of instructional technology to broaden pedagogical approaches are discussed. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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