Cited By
View all- Opre DȘerban CVeșcan AIucu R(2022)Supporting students’ active learning with a computer based toolActive Learning in Higher Education10.1177/1469787422110046525:1(135-150)Online publication date: 3-Jun-2022
An Investigation of the Effects of Online Test Strategy on Students' Learning Behaviors
Pages 281 - 284
Abstract
Online tests have been identified as a core learning activity. Unlike conventional online tests, which cannot completely reflect students' learning status, two-tier tests not only consider students' answers, but also take into account reasons for their answers. Thus, research into a two-tier test had mushroomed but few studies examined why the two-tier test approach was effective. To this end, we conducted an empirical study, where a lag sequential analysis was used to analyze behavior patterns. The results indicated students with the two-tier test demonstrated different behaviors which develop "breadth to depth" and "depth to breadth" strategies.
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- An Investigation of the Effects of Online Test Strategy on Students' Learning Behaviors
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Information
Published In
April 2016
446 pages
ISBN:9781450337267
DOI:10.1145/2876034
- General Chair:
- Jeff Haywood,
- Program Chairs:
- Vincent Aleven,
- Judy Kay,
- Ido Roll
Copyright © 2016 Owner/Author.
Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.
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Association for Computing Machinery
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Publication History
Published: 25 April 2016
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L@S 2016
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L@S '16 Paper Acceptance Rate 18 of 79 submissions, 23%;
Overall Acceptance Rate 117 of 440 submissions, 27%
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View all- Opre DȘerban CVeșcan AIucu R(2022)Supporting students’ active learning with a computer based toolActive Learning in Higher Education10.1177/1469787422110046525:1(135-150)Online publication date: 3-Jun-2022
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