P703: Hybrid chemistry courses: Reaching out to the non-traditional student and more

Author: Ruth Kinder, The Ohio State University-Lima, USA

Co-Author:

Date: 8/6/14

Time: 10:35 AM10:55 AM

Room: LOH 164

Related Symposium: S41

Two hybrid style elementary chemistry courses (close to GOB courses) were developed so that nontraditional students (notably RN to BSN) are able to flexibly and successfully complete two elementary chemistry classes. The style is hybrid, with course content provided in a computer-ready format online. Lab work is completed on campus with flexible scheduling and face-to-face contact with the instructor. The main goal was to allow students to engage with, and successfully complete, the course material on a schedule which fits around their other responsibilities. After more than seven years and a switch from quarters to semesters there have been many lessons learned. And, the big question has been-does it work?

P484: Making the most of the quiz feature in your course management system: Beyond multiple guess

Author: Ruth Kinder, The Ohio State University-Lima, USA

Co-Author:

Date: 8/5/14

Time: 11:10 AM11:30 AM

Room: LOH 174

Related Symposium: S42

The Quiz feature in most course management systems can be used for assessment but, perhaps more significantly, also for individualized student learning assistance. Individualized learning assistance is especially necessary for courses which have either limited opportunities for individual questions and answers (such as very large lecture sections), courses which are flexibly paced, and courses which have a significant online off-campus component. Take the quiz tool beyond assessment; let the quizzing tool help students learn. Teaching experience and subject familiarity allows an instructor to predict sticking points and potential muddled thinking; general feedback can be written in advance to cover most of these eventualities and thus a student can receive powerful reinforcement for correct applications of course concepts and corrective direction for likely misapplications. Consider the different possible submission views with an eye to generating the learning experience you want your students to have. Sometimes the better choice is to suppress direct marks of “right” or “wrong” in favor of reading feedback thoroughly. Help the quizzing tool use your judgment! You can have flexibility in scoring without constant manual effort. With practice you can construct regular expressions to assign full and partial credit to a variety of flexible responses for open-ended question forms such as Fill in the Blank and Short Answer. Eventually, the expressions can become elegant. Regular expressions can save hours of manual grading and help provide timely feedback to students immediately and automatically