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Rsch 202 - Difference In Grades - Grade Distribution And Pass Rates Between Online-Classroom And Video Learning Roberts Griffith Faulconer.Pdf, Donna L. Roberts Phd, John C. Griffith Ph.D., Emily K. Faulconer Ph.D.
Rsch 202 - Difference In Grades - Grade Distribution And Pass Rates Between Online-Classroom And Video Learning Roberts Griffith Faulconer.Pdf, Donna L. Roberts Phd, John C. Griffith Ph.D., Emily K. Faulconer Ph.D.
John Griffith
Education researchers have conducted studies on the relationship of learning mode to student performance but few studies have evaluated pass rate, grade distribution and student withdrawal rate in an introductory research methods course. In this study, researchers examined 2,097 student grades from the 2015-2016 academic year to determine if such a relationship existed. In this study, learning mode was significantly related to failure rate, grade distribution and withdraw rate. Synchronous video home students had a significantly higher failure rate than traditional In-Person or online students. Online student grade distributions were significantly different than In-Person classroom, synchronous video home or synchronous …
If At First You Do Not Succeed: Student Behavior When Provided Feedforward Within Multiple Trials For Online Summative Assessments, Emily K. Faulconer Ph.D., John C. Griffith Ph.D., Hayden Frank
If At First You Do Not Succeed: Student Behavior When Provided Feedforward Within Multiple Trials For Online Summative Assessments, Emily K. Faulconer Ph.D., John C. Griffith Ph.D., Hayden Frank
John Griffith
Feedback best practices suggest that timely, specific, and actionable feedback is provided, with the option to apply the feedback. We used a learning management system to deliver assessments with automatic feedback provided at the conclusion of the assessment, allowing for multiple attempts in order to apply the knowledge gained. Questions were pooled so each attempt was unique, the highest score earned was awarded, and there was no penalty for failure to take advantage of multiple attempts. We found that students who did not earn an A on their first attempt were more likely to opt to try again. Those that …