Learning Mathematics with Plickers as an Assessment Tool in Rural Secondary School

Most Indonesian schools have to close immediately because of the COVID-19 pandemic, and there will be a quick transition to distance learning, requiring the usage of digital interventions. But the country's digital education infrastructure, particularly in rural schools, is not sufficiently developed to maintain and enhance students' learning outcomes. To address these problems Plickers (students response system) offers students an opportunity for a high-quality education while potentially reducing the cost of technology resources. This study enhanced integrated Plickers for learning mathematics in rural secondary schools. A quantitative and qualitative approach was used to examine how students participated in the learning and their perception, preferences, and motivation for using Plickers. The study involved 50 seventh graders, and 15 of them volunteered to participate in interviews. A paired samples t-Test revealed a significant difference between learning engagement on paper-based tests and learning engagement on Plickers-based tests. The majority of students also had positive opinions of Plickers, noting its usability, capacity to make learning more enjoyable, increase engagement in problem-solving, promote comprehension of the subject, and help students maintain their interest during class. While some students struggled to focus and thought Plickers was just a quiz tool that couldn't motivate them to learn. © 2023 IEEE.

Online Trusts, How Media Shaping Student Trust Towards Vaccination News

Indonesian government carries out vaccination program as part of the COVID-19 response. This study aimed to determine student responses to the news of COVID-19 vaccination through online media in August 2021. The media plays an essential role in understanding the importance of vaccines for the community. COVID-19 cases in Indonesia;simultaneously, the government pushed for a vaccination program. This study uses a stimulus-organism-response approach, the SOR approach, that looks at the individual's (organism) perception of the message (stimulus) received. The SOR theory looks at the individual's perception of policies through online media;the elements in SOR analysis look at the stimulus through student responses. The study uses descriptive quantitative methods to describe student responses through purposive sampling. The finding of this study show three categories of aspects;appropriate sources, covering both sides, and verification steps. According to this study, students rate vaccination news differently in three categories: first, aspects of appropriate types of media with assessment (32%), second, cover both sides with assessment (33%), and third, verification with assessment (35%) as a result of news broadcast on online news, pupils can get vaccination programs developed by the government to combat COVID-19. This acceptability is shown by a change in the attitude of the respondents, from being confident to being more confident about carrying out the Covid-19 vaccination. This study classifies the role of online media in shaping students' impressions of government policies and initiatives during the COVID-19 time. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

An Exemplifying Study of the E-Learning Adoption during Covid-19 Pandemic in Oman

As a consequence of the Covid-19 outbreak, students are required to stay at home to prevent the virus from spreading. This has resulted in a quick acceptance of online learning, as students and faculty cannot participate in in-class activities. This study examines the determinants affecting E-Learning uptake in Oman during the Covid-19 outbreak, using 223 student responses and structural equation modeling (SEM). Four hypotheses were supported, while two were rejected. Specifically, perceived ease of use, perceived usefulness, and institutional support affect behavioral intention to adopt E-Learning. However, infrastructure support and privacy risk, on the other hand, were not. Thus, this research serves as a springboard for higher education officials to increase the use of E-Learning and adjust to student hurdles for students to comprehend and effectively use the system. © 2022 IEEE.

Applying the Student Response System in the Online Dermatologic Video Curriculum on Medical Students' Interaction and Learning Outcomes during the COVID-19 Pandemic.

Background: The coronavirus disease 2019 (COVID-19) pandemic impacted medical education worldwide. Online lecture is increasingly prevalent in higher education, but students' completion rate is quite low. Aims: This study aimed to determine the effectiveness of the student response system (SRS) in the online dermatologic video curriculum on medical students. Methods: A prospective study was conducted on 176 undergraduate fourth-year medical students. The online video lecture was integrated with SRS. Results: A total of 173 students completed the pre-test, and the attendance rate (pre-test/total) was 98.3%. A total of 142 students completed the post-test, and the completion rate (post-test/pre-test) was 82.8%. The post-test score (83.69 ± 4.34) was found to be significantly higher than that of the pre-test (62.69 ± 6.08, P =0.0002). A total of 138 students completed the questionnaire, and 92% of students opined that SRS was easy to operate. 86% of students agreed with the fact that the use of SRS could increase their learning performance by interacting with teachers. In the open-ended question, students stated that SRS offered opportunities for student-faculty interaction, allowed them to get immediate feedback, and promote active participation. Conclusions: These results highlight that the integration of SRS in the online video curriculum increases students' completion rates and learning outcomes. Moreover, the SRS is easy to operate for the students and enhances student-faculty interaction. The SRS may be adopted in online learning during this challenging time.

Work In Progress: Effects of COVID-19 Pandemic on Engineering Students' Sense of Belonging and Learning

This work in progress paper reports on part of a larger project examining engineering students' learning experiences, sense of belonging, motivation, and engineering identity, specifically focusing on how the COVID-19 pandemic affected these attributes and students' connection to others. A survey was distributed in Spring 2021 to engineering students (n = 1565) at a land grant institution in the southeastern U.S. that included open-ended questions about how the COVID-19 pandemic affected the students' learning experiences and sense of belonging. Likert-type questions asked students to rate the extent to which the COVID-19 pandemic affected their learning experiences, sense of belonging and connections to others (peers, instructors, TAs, other engineering groups). Our analysis of the qualitative data (open-ended survey responses;n=815) used inductive, emergent coding to categorize students' responses. Descriptive statistics were calculated for the quantitative data (close-ended responses) to help visualize emerging themes. Analysis with respect to gender and race/ethnicity revealed significantly lower connections to peers for Hispanic/Latino students when compared to White students. Analysis also found that female students reported statistically higher effects of online learning on their sense of belonging in engineering compared to male students. First year students felt less connected and more stressed than they had prior to the pandemic. First-year and senior students reported lower connections with their TAs than sophomore and junior students. Some students said they relied on technology, such as social media platforms to connect with other students and groups. © American Society for Engineering Education, 2022.

Insights Provided by Student Feedback on Integrated E-Learning Modules Covering Entrepreneurial Topics

As a best practice, it is customary to ask students for their feedback on curricular interventions. The feedback is typically used to justify further changes and ascertain how well they may accept the intervention for broader implementation. At the University of New Haven, 18 e-learning modules were developed and integrated into courses spanning the 4-year engineering and computer science majors' curricula. The modules centered on topics seen to contribute to the development of students' entrepreneurial mindset. We saw this as a way to assist faculty in leveraging entrepreneurial minded learning (EML) in their courses when the topics are likely outside their area of expertise. The development, integration, and students' learning assessment efforts of the e-learning modules have been the topics of many of our previous papers and presentations. This paper focuses on an analysis of the feedback collected from students regarding the modules and their integration. Our faculty have been using the modules for over five years. In that span, we have collected over 1000 student responses to an end-of-term survey administered in every course in which a module was integrated. The survey includes questions pertaining to time spent on the module and the associated course assignment, their level of agreement related to statements about their perceived effectiveness of the curricular intervention, and open-ended response questions focused on what they liked/did not like about the modules and their integration. Our findings thus far reveal a positive trend in the students' perception of the e-learning modules and their integration over the span of the deployment. Correlation analysis of several indicators provide further insights about students' attitudes towards the modules. For example, students place more value on the module if they see a connection between the module content and the content of the course, as well as if the instructor reinforces what they learned in the module through a contextual activity. However, despite students seeing value in the module or stating that the assignment supported the concepts taught in the module, we do not find a strong correlation to students expressing interest in additional modules of this type integrated into their courses. These findings are insightful and timely given the increased use of hybrid learning in a COVID and post-COVID academic environment. © American Society for Engineering Education, 2022

What Is the Status of Interactions in University Online Teaching? A Survey on 371 Students

During the COVID-19 pandemic in the past two years, the scale of online teaching has covered all kinds of schools at different levels around the world. Interaction is an important characteristic of teaching activities, and online teaching should also attach importance to teaching interaction. To reveal the status of interaction in online teaching, this study investigated 371 students in a university of China by questionnaire survey. It is found that the interaction does happen in the online teaching, but the initiators of online interaction are mainly teachers. The type of interaction is mainly teacher-student interaction, whose main form is "teacher's questions with students' responses", and the student-student interactions are less than teacher-student interaction. The contents of online interaction are diverse, but most of them are subject content oriented. The number of students who actively participate in the interaction is roughly the same as that of students who passively participate in the interaction. Most of students' perceptions of online interaction are positive. © 2022 ACM.

Estimation of Online Lecture Quality Using Fundamental Frequency Characteristics ExTracted from Student Utterances

The number of online lectures has increased against the backdrop of the COVID-19 pandemic. With the increase in online lectures, more methods of evaluating their quality and improving lecture styles are being developed. We proposed a method of estimating online lecture quality using the SD-F0 values of students’ response utterances. First, we confirmed the effectiveness of the SD-F0 values of students’ response utterances in estimating students’ understanding of lectures. Through identification experiments using an online lecture video database, the precision rate of “Understanding” was found to be 80.6%. This suggests that when the SD-F0 value was high, with a high probability, the student understood the lecture content. Next, we analyzed the relationship between the SD-F0 values of the students’ utterances and lecture quality. We confirmed that during the first thirty minutes of a lecture, when the SD-F0 value was high, the lecture was considered high-quality. If the SD-F0 values of the 10% or 20% utterances in a lecture exceeded a boundary set by the SVM (the boundary between high- and low-quality lectures), the lecture could be regarded as high-quality. The identification rate was greater than 80%. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Evaluation of Online Teaching with the SIPEJAR Platform during the COVID-19 Pandemic

The purpose of this study was to determine the effectiveness of online teaching with the SIPEJAR platform during the COVID-19 pandemic. This study uses a teaching program evaluation research approach. To measure the effectiveness of online teaching with the SIPEJAR Platform, we used a questionnaire containing 15 questions. Research respondents were 214 students of the Universitas Negeri Malang. Data obtained from student responses to online teaching extracted from SIAKAD. We used descriptive statistical data analysis and the one-sample t-test formula to test the hypothesis. The results show that online teaching with the SIPEJAR platform is effectively implemented to support instructional activities during the COVID-19 pandemic. © 2022 IEEE.

Development of E-Modules Based on Learning Style to Facilitate Study during Pandemic

During pandemic covid-19, the government has been implemented distance learning. Distance learning is carried out using technology assistance. The teacher must package the learning to be more attractive and recognize the student's character. One of strategy from the teacher is that provide the teaching material based on student learning style. So this research has the purpose of developing an e-module based on the student learning style to facilitate study during the pandemic. Types of this research are Research and Development (R&D) that use the 4D model. 4D models are defined, designed, developed, and disseminated. The participants are composed of 103 students of grade 8th to analyze types of learning style and 20 of grade 8 students to analyze student's responses toward e-module. The types of data in this study are qualitative and quantitative data-the Collecting data in this study uses a questionnaire by Google form to analyze learning style. Based on the research, the student tends to use auditory and kinesthetic learning, E-module gets 81% for validity test with excellent categorize. The average results for students' responses toward e-module are 87.68%, with excellent categorize that means the developed e-module is practical to use and facilitates the independent learning process. © 2022 ACM.

Condensed Discriminative Question Set for Reliable Exam Score Prediction

The inevitable shift towards online learning due to the emergence of the COVID-19 pandemic triggered a strong need to assess students using shorter exams whilst ensuring reliability. This study explores a data-centric approach that utilizes feature importance to select a discriminative subset of questions from the original exam. Furthermore, the discriminative question subset’s ability to approximate the students exam scores is evaluated by measuring the prediction accuracy and by quantifying the error interval of the prediction. The approach was evaluated using two real-world exam datasets of the Scholastic Aptitude Test (SAT) and Exame Nacional do Ensino Médio (ENEM) exams, which consist of student response data and the corresponding the exam scores. The evaluation was conducted against randomized question subsets of sizes 10, 20, 30 and 50. The results show that our method estimates the full scores more accurately than a baseline model in most question sizes while maintaining a reasonable error interval. The encouraging evidence found in this paper provides support for the strong potential of the on-going study to provide a data-centric approach for exam size reduction. © 2021, Springer Nature Switzerland AG.

On blending active student responding with synchronous instruction to evaluate response accuracy

As of 2016, approximately 28% of college students in the United States were taking at least one online course (U.S. Department of Education, 2016), and it was projected that the percentage of students enrolled in online courses would continue to increase 33% each year (Pethokoukis, 2002). The COVID-19 pandemic hastened further shifts from in-person to virtual learning for many institutions of higher education. Given this rapid shift to online instruction, it is critical to evaluate the effectiveness of online instructional procedures. Providing multiple opportunities for students to respond to instruction has proven to be an effective procedure across most educational settings (Archer & Hughes et al., 2011;Moore Partin et al., 2010) using various active student response systems including response boards and personal response systems (i.e., clickers). While there is a robust body of literature to support the effectiveness of embedding opportunities to respond during in-person instruction;to date, there is limited data on the effects of embedding opportunities to respond through synchronous online formats in post-secondary settings. Using an alternating treatments design, this study evaluated the effects of two active student response modalities (i.e., response cards and written responses in the chat forum) on response accuracy during a synchronous online graduate course. The results suggest that students performed more accurately on post-lecture queries following conditions that required written responses in the chat forum. Moreover, the accuracy of correct responding maintained across the exams and the cumulative final exam. Limitations and future implications are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Examining the Efficacy of Exam Wrappers in a Computer Science Course

An exam wrapper is a guided reflection activity that students undertake following an exam. Students are typically asked to reflect on their preparation, performance, and plans for preparing for the next exam. The efficacy of exam wrappers for reflective learning has been established in STEM disciplines such as physics, biology, chemistry, and math. Very little research in using exam wrappers in engineering and computing courses has been conducted to date. Two contributions of this paper are (1) a characterization of the recent findings in engineering and computing education literature on the efficacy of exam wrappers, and (2) an analysis of the question types used on those exam wrappers. A third contribution of the paper is an examination of the efficacy of exam wrappers in an upper-level computer science course. The study investigates the relationship between student performance on two midterm exams before and after introducing exam wrappers. Student responses about study habits and reasons for losing points on exams are examined as well. We perform quantitative and qualitative analysis over performance and perception data, respectively. We conclude that exam wrappers can benefit students in both learning gains (as measured by exam performance) and by employing metacognition to improve study habits and behaviors. The paper also contributes to the study of student performance and engagement during the COVID-19 pandemic;in the term under study, the course was taught in a synchronous, remote learning format with an active learning component and online exams. © American Society for Engineering Education, 2021

Crafting a Virtual Studio: Some Models and Implementations

Studio is an active form of pedagogy that can help train collaborative, reflective engineers. However, traditional studio pedagogy is predicated on a shared physical space-it is not clear how to translate the benefits of the studio to a virtual environment. In this work we contrast and compare four studio classes at Olin College-transitioned to virtual studios in response to the COVID-19 pandemic-in terms of their design, implementation, and student responses. Through a mixed-methods approach we uncover trends in student agency and motivation, technology choices and their ramifications on collaboration, and social aspects of the virtual space. © American Society for Engineering Education, 2021

Analysis of Teacher and Student Responses to the Use of a Web-based Learning Management System (LMS) during COVID-19 Pandemic

This study aims to analyze teacher and student responses to learning using the Learning Management System (LMS) during the COVID-19 pandemic. The respondents in this study were 100 teachers and students in Cilacap Regency, Central Java, Indonesia. 90% of respondents choose Google Classroom as the LMS they use. The information collection method used in this study was a survey with a questionnaire. The data obtained were then analyzed descriptively qualitatively by considering the aspects of the software used, content aspects and display aspects. The results of this study show that LMS helps online learning well during the COVID-19 Pandemic © 2021 IEEE.

The motivational impact of a digital student response tool during text-dependent writing instruction in a concurrent middle school classroom

While the Common Core State Standards initiated the instructional shift that promoted technology to achieve a student-centered, process-oriented blended reading and writing classroom, the COVID-19 pandemic demanded innovative technology applications in K-12 public schools. This qualitative, phenomenological action research study explored the motivational effects of a digital student response system tool used to facilitate reading and writing instruction in a seventh-grade ELA concurrent classroom. Overall, using a student response tool to facilitate the text-dependent writing process positively impacted this concurrent classroom's self-determination. This study found that incorporating a digital student response tool as a facet of a formative assessment system promoted the efficient use of best practices in reading and writing instruction, such as the gradual release of responsibility method, student mentor texts, constructive feedback, and close reading strategies. The intervention allowed the teacher to quickly diagnose student deficits, monitor and adjust instruction, and provide instant and individualized feedback. Furthermore, the digital tool's features enabled the utilization of student responses as instructional resources instantly. As a result, this digital intervention sustained the necessary engagement levels required for critical thinking and increased writing achievement by serving as an external stimulus of accountability that fulfilled the students' intrinsic needs of autonomy, relatedness, and competence. First, there was increased peer interaction to activate the social construction of knowledge and move students into their zone of proximal development. Next, these pedagogies provided students with the skills they need to be in control of their performance. The students also appreciated the organized and systematic approach to reading and writing and found value in seeing their peers' responses. Additionally, these learners grasped the power and necessity of revising and editing, two elusive steps to the writing process that have been difficult to achieve with middle school students. The opportunity to revisit their responses after seeing additional examples and feedback promoted a growth-mindset necessary for these learners to experience improved writing abilities. Most importantly, the intervention empowered the students to feel confident when released to independent reading and writing tasks. On the other hand, connectivity issues, system failure, and the lack of digital literacy contributed to increased frustration and loss of motivation during some instructional intervention lessons. More specifically to distance learners, the study's findings suggested that the use of a student response tool during reading and writing instruction contributed to the autonomy, competence, and relatedness required to motivate these students intrinsically;however additional supports are needed to initiate and sustain the desired levels of engagement and motivation in Virtual Learning Academy students. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Student Response Initiatives: A Case Study of COVID-19 at Washington University.

The COVID-19 pandemic disrupted medical education worldwide, leading medical students to organize response initiatives. This paper summarizes the Washington University Medical Student COVID-19 Response (WUMS-CR) and shares lessons to guide future initiatives. We used a three-principle framework of community needs assessment, faculty mentorship, and partnership with pre-existing organizations to address needs in St. Louis, including contact tracing and childcare. In total, over 12,000 h were volunteered across 15+ projects. Overall, student response initiatives should use appropriate frameworks to guide projects and should capitalize on volunteer participation, speed and flexibility, and the diversity of student interests and skills for maximal impact.