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ERIC Number: EJ1127638
Record Type: Journal
Publication Date: 2014
Pages: 6
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-2159-0281
Mode of Delivery: A Classroom Assessment Technique Comparison between Verbal and Non-Verbal Communication
Hogan, Andrea; Daw, Jolene
Journal of Instructional Research, v3 p21-26 2014
This study explores how using Classroom Assessment Techniques (CATs) in phone conversations with students may help to clarify learning objectives and encourage active learning in distance education. For this study, research was collected from introductory undergraduate online courses at a university in the Southwest. Data was collected from three classes where the instructor delivered a CAT during a phone conversation and in three classes where the instructor delivered the CAT in the section discussion forums. Both CATs were delivered during the first week of class and used as a formative assessment technique to increase the student's comprehension of the formatting required in the weekly summative assignment. The results of this study showed that the students who received the CAT verbally had a slight increase in demonstrating correct formatting on the assignment; however, both modes of delivery lead to an increase in the student's understanding of this element. Further studies regarding the use of phone conversation to assess student learning is suggested.
Center for Innovation in Research and Teaching at Grand Canyon University. 3300 West Camelback Road, Phoenix, AZ 85017. Tel: 602-639-6729; e-mail: cirt@gcu.edu; Web site: http://www.instructionalresearch.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A