Who does what in a massive open online course?
Who does what in a massive open online course? Page 1 contributed articles 58
communicAtionS of the Acm | APRil 2014 | vOl. 57 | NO. 4 massive open online courses (MOOCs) …
communicAtionS of the Acm | APRil 2014 | vOl. 57 | NO. 4 massive open online courses (MOOCs) …
Gender differences in test anxiety and self-efficacy: Why instructors should emphasize low-stakes formative assessments in physics courses
A Malespina, C Singh - European Journal of Physics, 2022 - iopscience.iop.org
Many prior studies have investigated female and male students' self-efficacy (SE) in physics
courses. However, test anxiety (TA) is rarely studied in the physics context, despite prior …
courses. However, test anxiety (TA) is rarely studied in the physics context, despite prior …
Gender differences in grades versus grade penalties: Are grade anomalies more detrimental for female physics majors?
A Malespina, C Singh - Physical Review Physics Education Research, 2022 - APS
Creating equitable learning environments has been an area of significant focus for physics
education researchers in recent years. Here we introduce a framework that posits that grade …
education researchers in recent years. Here we introduce a framework that posits that grade …
A MOOC based on blended pedagogy
We describe three iterations of a Massive Open Online Course (MOOC) developed from
online preparation materials for a reformed introductory physics classroom at the …
online preparation materials for a reformed introductory physics classroom at the …
Flipping content to improve student examination performance in a pharmacogenomics course
A Munson, R Pierce - American journal of pharmaceutical education, 2015 - Elsevier
Objective To develop, implement, and evaluate active learning in a flipped class to improve
student examination performance in the genetic foundations of pharmacogenomics. Design …
student examination performance in the genetic foundations of pharmacogenomics. Design …
Analyzing the efficacy of ECoach in supporting gateway course success through tailored support
Large courses act as gateways for college students and often have poor outcomes,
particularly in STEM fields where the pace of improvement has been glacial. Students …
particularly in STEM fields where the pace of improvement has been glacial. Students …
Cheat sites and artificial intelligence usage in online introductory physics courses: What is the extent and what effect does it have on assessments?
G Kortemeyer, W Bauer - Physical Review Physics Education Research, 2024 - APS
As a result of the pandemic, many physics courses moved online. Alongside, the popularity
of Internet-based problem-solving sites and forums rose. With the emergence of large …
of Internet-based problem-solving sites and forums rose. With the emergence of large …
Hybrid teaching: A tale of two populations
G Kortemeyer, W Bauer, W Fisher - Physical Review Physics Education …, 2022 - APS
In a partially flipped, hybrid introductory physics course where students had a free choice
between attending any lecture session in person or via video conferencing, and where …
between attending any lecture session in person or via video conferencing, and where …
[PDF][PDF] The quality of teacher-made summative tests for Islamic education subject teachers in Palembang Indonesia
Criticism of exams can be used to gauge student achievement for graduation. This study
examined the quality of summative tests (ST) created by senior high school teachers in …
examined the quality of summative tests (ST) created by senior high school teachers in …
Grading for understanding–standards-based grading
T Zimmerman - The Physics Teacher, 2017 - pubs.aip.org
Standards-based grading (SBG), sometimes called learning objectives-based assessment
(LOBA), is an assessment model that relies on students demonstrating mastery of learning …
(LOBA), is an assessment model that relies on students demonstrating mastery of learning …