0 10 20 30 40 50 60 70 80 90 100 1996199719981999 HomeworkProjectFinal Measures (grades)

Download 0 10 20 30 40 50 60 70 80 90 100 1996199719981999 HomeworkProjectFinal Measures (grades)

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  • Slide 1
  • 0 10 20 30 40 50 60 70 80 90 100 1996199719981999 HomeworkProjectFinal Measures (grades)
  • Slide 2
  • 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 1996199719981999 UGHonorsGrad Combined class makeup
  • Slide 3
  • Initial evaluation (Analysis) results homework (and overall) grades improved substantially distribution of grades also narrowed substantially comments may partially result from an observed improvement in the overall performance of our undergraduate students the addition of the problem-solving sessions was valuable (and was one of the goals of the framework) change is dramatic enough, however, to indicate that the framework was effective
  • Slide 4
  • Initial evaluation ( 1997-98 ) on-campus students primarily used MANIC materials for review and while working on homework assignments supported by our analysis of the MANIC logs 45 minutes per MANIC session 50% used the text-only features (not the audio track) the average time on play-out was 7 minutes the search/index capability of MANIC particularly useful in locating materials related to specific assignments online audio material useful in filling in the gaps had load and bandwidth problems off-campus MANIC presentations user-friendlier than videotapes because of the index/search capability had problems with security and firewalls anecdotal evidence and MANIC log analysis
  • Slide 5
  • Initial evaluation ( 1999 Questionnaire ) Utilization 82% used text, coursepacks and copies of the overhead transparencies 29% found the text, coursepacks useful 88-89% found overhead copies useful 59% used MANIC units 90% found MANIC useful 60-70% used MANIC for review and homework but preferring to look first at printed material MANIC superior to the printed and on-line Power Point slides, because of the detail added by the audio track Satisfaction students were quite satisfied with the courses too much material liked the problem solving sessions 24% said that class attendance was affected but it provided a level of comfort, not a temptation
  • Slide 6
  • Questionnaire

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