学生绕过课程计划,利用其他LMS位置来完成任务截止日期
Savannah Lopez1, Allison Pham1, Jeremy L Hsu2
1Department of Life Sciences, STEM Teaching Fellows Program, University of New Hampshire, Manchester, New Hampshire, United States.
Advances in physiology education
|June 6, 2024
概括
学生将课程视为灵活的合同和学习工具,优先考虑任务截止日期. 然而,他们经常使用学习管理系统 (LMS) 而不是课程来找到这些日期,导致潜在的混.
科学领域:
- 教育技术的教育技术
- 学生的参与 学生的参与
背景情况:
- 课程计划传统上是课程信息,政策和截止日期的关键文件.
- 学习管理系统 (LMS) 的日益集成可能会改变学生如何访问和依赖课程信息.
研究的目的:
- 调查学生对课程作用的看法.
- 为了确定分配截止日期的首选地点.
- 确定收到截止日期通知的首选方法.
主要方法:
- 采用了混合方法调查设计.
- 从14名教职员工和324名学生收集了各种教育水平的数据.
主要成果:
- 学生将课程视为一个灵活的合同和学习工具.
- 任务截止日期被认为是课程中最关键的组成部分,但学生经常咨询多个LMS位置以获取此信息.
- 学生更喜欢智能手机通知,但也重视教师的课堂提醒.
结论:
- 教师应该积极沟通课程的作用和预期的使用,强调其在定位任务截止日期的功能.
- 解决课程信息和LMS数据之间的潜在差异至关重要,以防止学生混乱和错过截止日期.
- 教师应该在课堂的第一天澄清课程使用和LMS截止日期的访问.
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