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ERIC Number: EJ778785
Record Type: Journal
Publication Date: 2007-Sep
Pages: 5
Abstractor: Author
Reference Count: 11
ISBN: N/A
ISSN: ISSN-0094-1956
The Impact of Formative Feedback on Student Learning in an Online Classroom
Klecker, Beverly M.
Journal of Instructional Psychology, v34 n3 p161-165 Sep 2007
This exploratory research study examined the impact of using feedback from weekly multiple-choice tests on final exam scores and students' IDEA course ratings. The teacher researcher taught two sections (N=33; N=34) of a graduate-level, semester-long, online course in advanced human growth and development. Each section had identical course materials on separate electronic Blackboard sites. The treatment, 20-item multiple-choice tests, was randomly assigned to one section. The other section had no weekly multiple-choice tests. Identical final examinations and IDEA course evaluations were used to measure differences in learning and student course satisfaction. Students in the course with the weekly formative tests had statistically significantly (p. less than 0.05) higher final exam scores. There was no statistically significant difference in the students' course ratings. (Contains 4 tables.)
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/jip.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A