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ERIC Number: EJ1136752
Record Type: Journal
Publication Date: 2012-Apr
Abstractor: As Provided
Reference Count: 11
Multiple Submissions and Their Impact on the "Path of Learning"
Gebauer, Judith; Janicki, Thomas; Yaylacicegi, Ulku
Information Systems Education Journal, v10 n2 p40-47 Apr 2012
Learning theory from the "behaviorist" camp suggests that quick feedback on a stimulus (problem) followed by repetition (resubmission) will increase student learning. To test this assumption an experiment was conducted. In an introductory management information system class students were given the opportunity to submit several skill-building project assignments prior to the due date. These submissions were graded promptly and feedback was provided. Students could then re-submit the project for final grading upon the actual due date. Data that were collected from a total of 159 students on three different database and spreadsheet skills indicate that there is a relationship between the choice of a student to take advantage of pre-grading and the grade on a subsequent test that assesses similar skills as in the project assignments. However, the relationship is not immediate, but it appears that students need to follow a "path of learning" in order to achieve a higher level of understanding, whereby prompt and constructive feedback can play an important role.
Descriptors: Information Systems, Assignments, Feedback (Response), Skill Analysis, Skill Development, Teaching Methods, Revision (Written Composition), Learning Theories, Grading, Undergraduate Students, Introductory Courses, Access to Information, Problem Solving, Vignettes
Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: firstname.lastname@example.org; Web site: http://isedj.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A