Due to the anonymous nature of online courses, many instructors require some type of proctored, comprehensive exam at the conclusion of the course. While comprehensive final exams are not unique to the online classroom, the integration of a proctored, high-stakes assessment helps to ensure that the student registered for a course is actually the student who is completing course assignments and activities. While this type of approach can ensure the identity of online students, it can be cognitively demanding for students to master the wide-range of material covered in a single, comprehensive exam. The purpose of the current study is to examine the impact of required weekly cumulative quizzes on students’ retention and integreation of information. One online class completed weekly assignments with optional cumulative review quizzes while another online class completed identical assignments plus required cumulative review quizzes. Results indicated that students required to complete the weekly cumulative reviews retained more information as indicated by significantly higher final exam scores than students with access to the optional comprehensive review quizzes. Discussion highlights the value of integrating mastery-learning strategies, such as comprehensive review quizzes, into the course mix.

">

Promoting Integrative Learning In Online Courses: A Mastery Approach

B. Jean Mandernach*, Amber Dailey**, Emily Donnelli***
*Associate Professor of Psychology and Online Learning ,Park University
**Assistant Professor of Education,Park University
***Assistant Professor of Engliah,Park University
Periodicity:October - December'2007
DOI : https://doi.org/10.26634/jet.4.3.601

Abstract

Due to the anonymous nature of online courses, many instructors require some type of proctored, comprehensive exam at the conclusion of the course. While comprehensive final exams are not unique to the online classroom, the integration of a proctored, high-stakes assessment helps to ensure that the student registered for a course is actually the student who is completing course assignments and activities. While this type of approach can ensure the identity of online students, it can be cognitively demanding for students to master the wide-range of material covered in a single, comprehensive exam. The purpose of the current study is to examine the impact of required weekly cumulative quizzes on students’ retention and integreation of information. One online class completed weekly assignments with optional cumulative review quizzes while another online class completed identical assignments plus required cumulative review quizzes. Results indicated that students required to complete the weekly cumulative reviews retained more information as indicated by significantly higher final exam scores than students with access to the optional comprehensive review quizzes. Discussion highlights the value of integrating mastery-learning strategies, such as comprehensive review quizzes, into the course mix.

Keywords

Comprehensive Exam, Cumulative Reviews, Mastery-Learning Strategies.

How to Cite this Article?

B. Jean Mandernach, Amber Dailey and Emily Donnelli (2007). Promoting Integrative Learning In Online Courses: A Mastery Approach. i-manager’s Journal of Educational Technology, 4(3), 46-52. https://doi.org/10.26634/jet.4.3.601

References

[1]. Buskist, W. , Cush, D. , & DeGrondpre, R.J. (1991). The life ond times of PSI, Journa/ of Behav/oral Education, 1(2), 215-234.
[2]. Co/dwell, E.C., Bissonnettee, K., Klishis, M.J., Ripley, M., Forudi, RR, Hochstetter, GT., & Rodiker, J.E. (I 978). Mostery: The essentiol in PSI. Teach/ng of Psychology 5, 59-65.
[3]. Chickering, A. W & Gomson, Z. F. (1987). Seven principles for good proctice in undergroduote educotion. AmericanAssociation for Higher Education Bulletin, 39, 3- 7.
[4]. Crosbie, J., & Kelly, G. (I 993). A computer-bosed personolized system of instruction course in oppifed behovior onolysis. Behavior research methods, instruments, and computers. 25(3), 366-370.
[5]. Guskey, T.R. , & Gotes, S.L. (I 985, April). A synthesis of research on group-based mastery learning programs. Poper presented ot the onnuol meeting of the Amer|con Educotionol Reseorch Associotion. Chicogo. (ERIC Document Reproduction Service No. ED 262 088).
[6]. Keller, F. S. (I 968). Good-bye, teocher, . , Journal of Applied BehaviorAna/ysis, 1O, 165-167.
[7]. Kuihovy, R. W , & Stock, W A. (1989). Feedbock in written instruction: The ploce of response certitude. EducationalPsychologyReview, 1(4), 279-308.
[8]. Kuiik, J.A., Jokso, P , & Kulik, C.-L.C. (1978). Reseorch on component feotures of Keller's personoHzed system of instruction. Journa/ of personal/zed /nstruction, 3, 2- I 4.
[9]. Kulik, J. A., & Kulik, C. C. (1979). College teoching. In PL. Peterson & H.J. Wolberg (Eds.), Research on Teaching: Concepts, F/ndings, and Implications. Berkely, Colifornio: McCutcheon,
[10]. Kulik, J. A., & Kulik, C. C. (I 988, Spring). Timing of feedbock ond verbol leorning. Review of Educational Research, 58(1), 79-97.
[11]. Kulik, C.-L.C . , Kulik, J.A., & Bongert-Drowns, R.L. (1990), Effectiveness of mostery leoming progroms: A meta-onolysis. Review of Educational Research. 60(2), 265-299.
[12]. Kulik, J.A., Kulik, C.-L.C., & Cohen, RA. (1979). A meta-onolysis of outcome studies of Keller's personoHze system of instruction. American Psychologist, 34, 307- 318.
[1 3]. Kulik, J.A., Kulik, C-L. C. , & Smith (19 76) . Reseorch on the personolized system of instruction. Journal of Programmed Learning and Educational Techno/ogy 13(1), 23-30.
[14]. McKeochie, W J. ( I 999). Teaching Tips: Strategies, Research, and Theory for Co//ege and University Teachers. Boston: Houghton Mifflin.
[15]. McKeochie, W J. , Pintrich, P R. , Lin, Y-G . , Smith, D. A. F. , & Shormon, R. (1 990) . Teaching and Learning in the College Classroom.' A Rev/ew of the Research Liferature (2 ed,) . Ann Arbor: NCRIPTAL, University of Michigon.
[16]. Montozemi, A.R., & Wong, F. (1995). An empiricol investigotion of CBI in support of mostery looming, Journa/ of Educational ComputingResearch, 13(2), I 85-205.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.