Using Student-Generated Instructional Materials in an e‑Homework Platform
Feedback-driven online homework systems provide students with a comprehensive set of practice questions that can accompany and enhance other instructional resources. However, the available e-homework systems do not contain content that aligns well with our course objectives, provide too few question...
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| Veröffentlicht in: | Journal of chemical education 2016-11, Vol.93 (11), p.1871-1878 |
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| container_end_page | 1878 |
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| container_issue | 11 |
| container_start_page | 1871 |
| container_title | Journal of chemical education |
| container_volume | 93 |
| creator | Zurcher, Danielle M Phadke, Sameer Coppola, Brian P McNeil, Anne J |
| description | Feedback-driven online homework systems provide students with a comprehensive set of practice questions that can accompany and enhance other instructional resources. However, the available e-homework systems do not contain content that aligns well with our course objectives, provide too few questions in key areas, and use assessment format(s) that do not match the ones used on our exams. Motivated to create our own questions, we used this gap as an opportunity to engage students in constructing and reviewing course-aligned content within a commercial e-homework platform. The students successfully generated approximately 1,000 largely open-ended organic chemistry questions, some with mechanistic and structural drawing capabilities, by modifying old exam questions. The students’ questions spanned a variety of cognitive levels that skewed, as intended, toward skill-building. According to our assessment scheme, 75% of the questions were evaluated to be of the highest quality. As a consequence, we advocate that collaborating with undergraduate students in a “teaching team” can be a broadly useful way for instructors to generate high-quality instructional materials aligned with their course content. |
| doi_str_mv | 10.1021/acs.jchemed.6b00384 |
| format | Article |
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However, the available e-homework systems do not contain content that aligns well with our course objectives, provide too few questions in key areas, and use assessment format(s) that do not match the ones used on our exams. Motivated to create our own questions, we used this gap as an opportunity to engage students in constructing and reviewing course-aligned content within a commercial e-homework platform. The students successfully generated approximately 1,000 largely open-ended organic chemistry questions, some with mechanistic and structural drawing capabilities, by modifying old exam questions. The students’ questions spanned a variety of cognitive levels that skewed, as intended, toward skill-building. According to our assessment scheme, 75% of the questions were evaluated to be of the highest quality. 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Chem. Educ</addtitle><description>Feedback-driven online homework systems provide students with a comprehensive set of practice questions that can accompany and enhance other instructional resources. However, the available e-homework systems do not contain content that aligns well with our course objectives, provide too few questions in key areas, and use assessment format(s) that do not match the ones used on our exams. Motivated to create our own questions, we used this gap as an opportunity to engage students in constructing and reviewing course-aligned content within a commercial e-homework platform. The students successfully generated approximately 1,000 largely open-ended organic chemistry questions, some with mechanistic and structural drawing capabilities, by modifying old exam questions. The students’ questions spanned a variety of cognitive levels that skewed, as intended, toward skill-building. According to our assessment scheme, 75% of the questions were evaluated to be of the highest quality. 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| fulltext | fulltext |
| identifier | ISSN: 0021-9584 |
| ispartof | Journal of chemical education, 2016-11, Vol.93 (11), p.1871-1878 |
| issn | 0021-9584 1938-1328 |
| language | eng |
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| source | ACS Publications |
| subjects | Alignment College Science College students Computer Uses in Education Course Content Educational materials Educational Technology Feedback Feedback (Response) Homework Instructional Materials Michigan On-line systems Online instruction Organic Chemistry Questions Science Instruction Student Attitudes Student Developed Materials Student Participation Students Teachers Test Construction Undergraduate Students Undergraduate Study |
| title | Using Student-Generated Instructional Materials in an e‑Homework Platform |
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