Thursday, July 11
10:30 AM-11:00 AM
EDT
Room 117

Integrating Online Student Reflection in a Constructively Aligned College Math Course: a faculty case study

Full Paper ID: 55338
  1. aaa
    Bruce Bukiet
    New Jersey Institute of Technology
  2. aaa
    James Lipuma
    New Jersey Institute of Technology

Abstract: This article describes a project to incorporate writing to promote student reflection in an upper division math course at New Jersey Institute of Technology (NJIT). The authors present herein the process used to create an effective, constructively aligned evaluation design, and show how digital learning tools were used to implement it in a Moodle course (NJIT’s Learning Management System), in a blended learning context. Dr. Bukiet’s Numerical Methods course was used for implementing and testing the writing integration for tasks and assessments. Drs. Lipuma and Bukiet worked through the ADDIE process together to produce a coherent, technology-based, integrated system providing formative feedback for the course to both the instructor and the students. The instruments developed, student responses, and lessons learned are discussed. In the end, the research demonstrates that due to the instructional design perspective employed in the course students engage in reflection and provide formative helpful feedback to allow both instructional and course design improvements to be incorporated into the teaching without significant loss of student attendance or undue burden on student or faculty time.

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