Recalibrating Student Learning in Introductory Geoscience Courses Through the Use of a Web-Based Assessment Tool

通过使用基于网络的评估工具重新调整学生在地球科学入门课程中的学习

• 批准号: 1712339
• 负责人: David McConnell
• 金额: $ 30万
• 依托单位: North Carolina State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-07-01 至 2021-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1712339&HistoricalAwards=false
• 关键词: Recalibrating; Student; Learning; Introductory; Geoscience

This project will examine the impact of a web-based system called Confidence-based Learning Accuracy Support System (CLASS) on student learning at two campuses, a research university and a two-year college. The CLASS tool offers an opportunity to improve student learning outcomes and performance in undergraduate geoscience courses. For the student, CLASS has the appearance of an online quizzing program in which students also estimate their confidence in the accuracy of each of their answers. CLASS calculates the gap between the student's performance and their confidence in their answers. This tool gives students valuable and instantaneous feedback on both their level of knowledge and the accuracy of their perceptions about their knowledge. For the instructor, CLASS provides numerical and graphical summaries of students' performance and confidence regarding specific course content areas. CLASS can be used at the beginning of a course to provide instructors with information about the content areas in which students are overconfident or under-confident. Such information cannot be ascertained from traditional assessment methods. Instructors can use this information to redesign lessons that target problematic content, as well as to provide supplementary instruction or specific learning interventions. The impact of this newly developed tool will be evaluated and results of the research will help inform our understanding of student learning. If this tool is shown to positively impact learning and instruction, it could be used to improve learning for any subject or course. The Confidence-based Learning Accuracy Support System (CLASS) was developed as a web-based tool that is grounded in the findings of educational psychology research and a self-regulated learning theoretical framework. It has benefits for both students and instructors. This project will iteratively pair conscientious course design and direct metacognitive instruction to investigate CLASS's potential to serve as a tool for increasing student metacognitive monitoring accuracy, self-regulation, and performance in undergraduate geoscience courses. The project will apply the tool at both a two-year college and a research institution. Additionally, the implementation of CLASS will be analyzed as a novel metric for assessing relative effectiveness of instructional strategies in eliciting student learning gains and monitoring accuracy in the target courses. The overarching goal of the project is to increase student performance in introductory geoscience courses across diverse populations via the implementation of a web-based assessment tool (CLASS) that integrates student performance and confidence measures. The following project objectives will be implemented: 1. Characterize how the use of the CLASS tool influences student performance in introductory geology courses through a sequential program of interventions informed by student data collected from CLASS quizzes and student interviews and surveys; 2. Compare and contrast the use of the CLASS tool in face-to-face and online classes to determine the relative impact across different educational settings, especially given the increasing prevalence of formal cyber-learning environments; 3. Determine the relative use and impact of the CLASS tool in different types of institutions by comparing course data on student performance and metacognition before and after deployment in similar classes at both a research intensive four-year university and a two-year college; 4. Develop a suite of customizable CLASS quizzes to share with the geoscience community that are linked to learning objectives relevant to content typically discussed in introductory geology courses; and 5. Disseminate the CLASS resource through an open access website including a tutorial series so that it can be utilized by other faculty, regardless of discipline, who seek to create their own materials to support student learning.

该项目将在两个校区，一所研究型大学和一所两年制学院，研究一个名为基于信心的学习准确性支持系统（CLASS）的网络系统对学生学习的影响。CLASS工具为提高学生在本科地球科学课程中的学习成果和表现提供了机会。对于学生来说，CLASS有一个在线测验程序的外观，学生也可以在其中评估他们对每个答案准确性的信心。CLASS计算学生的表现和他们对答案的信心之间的差距。这个工具为学生提供了有价值的即时反馈，包括他们的知识水平和他们对知识的看法的准确性。对于教师来说，CLASS提供学生在特定课程内容领域的表现和信心的数字和图形摘要。CLASS可以在课程开始时使用，为教师提供有关学生过度自信或缺乏自信的内容领域的信息。这些信息无法通过传统的评估方法确定。教师可以使用这些信息来重新设计针对问题内容的课程，以及提供补充指导或特定的学习干预。这个新开发的工具的影响将被评估，研究结果将有助于我们了解学生的学习。如果这个工具被证明对学习和教学有积极的影响，它可以用来改善任何学科或课程的学习。基于信心的学习准确性支持系统（CLASS）是基于教育心理学研究成果和自我调节学习理论框架开发的基于网络的工具。它对学生和教师都有好处。该项目将迭代地将认真的课程设计和直接的元认知教学结合起来，以调查CLASS作为提高学生元认知监测准确性、自我调节和本科地球科学课程表现的工具的潜力。该项目将在两年制大学和研究机构中应用该工具。此外，课堂教学的实施将作为一种新的度量标准进行分析，以评估教学策略在激发学生学习成果和监测目标课程准确性方面的相对有效性。该项目的总体目标是通过实施基于网络的评估工具（CLASS）来提高不同人群的学生在地球科学入门课程中的表现，该工具整合了学生的表现和信心指标。将实施以下项目目标：通过从CLASS测验、学生访谈和调查中收集的学生数据，通过一系列干预措施，描述CLASS工具的使用如何影响学生在地质学入门课程中的表现；2. 比较和对比CLASS工具在面对面和在线课程中的使用，以确定不同教育环境中的相对影响，特别是考虑到正式网络学习环境的日益普及；3. 通过比较四年制研究型大学和两年制学院在类似课程中使用CLASS工具前后的学生表现和元认知的课程数据，确定CLASS工具在不同类型机构中的相对使用和影响；4. 开发一套可定制的课堂测试，与地球科学社区分享，这些测试与地质学入门课程中通常讨论的内容相关的学习目标相关联；和5。通过一个开放获取网站传播CLASS资源，包括一个教程系列，以便其他教师可以使用它，无论他们是什么学科，他们都希望创建自己的材料来支持学生的学习。

项目成果

Self-regulated learning: Overview and potential future directions in geoscience

自我调节学习：地球科学概述和未来潜在方向

• DOI: 10.1080/10899995.2020.1820828
• 发表时间: 2021
• 期刊: Journal of Geoscience Education
• 作者: Lukes, Laura A.;Jones, Jason P.;McConnell, David A.
• 通讯作者: McConnell, David A.

Effects of classroom “flipping” on content mastery and student confidence in an introductory physical geology course

• DOI: 10.1080/10899995.2019.1568854
• 发表时间: 2019-04
• 期刊: Journal of Geoscience Education
• 作者: Jason P. Jones;D. McConnell;Jennifer Wiggen;J. Bedward