Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/161921
Title: Enabling open-ended questions in team-based learning using automated marking: impact on student achievement, learning and engagement
Authors: Tan, Sophia Huey Shan
Thibault, Guillaume
Chew, Anna Chia Yin
Rajalingam, Preman
Keywords: Social sciences::Education
Issue Date: 2022
Source: Tan, S. H. S., Thibault, G., Chew, A. C. Y. & Rajalingam, P. (2022). Enabling open-ended questions in team-based learning using automated marking: impact on student achievement, learning and engagement. Journal of Computer Assisted Learning, 38(5), 1347-1359. https://dx.doi.org/10.1111/jcal.12680
Project: EdeX
Journal: Journal of Computer Assisted Learning
Abstract: Background: Different types of assessments influence learning and learning behaviour. Multiple-choice questions (MCQs) reward partial knowledge and encourage surface learning, while open-ended questions (OEQs) promote deeper learning. Currently, MCQs is part of team-based learning (TBL) curriculum, and it is challenging to implement OEQs as immediate feedback is necessary. Objectives: We asked if MCQ and OEQs affect student achievement, student learning and student engagement differently in a TBL classroom. Methods: MCQs and OEQs test scores of N = 66 students were automatically captured in Learning Activity Management System (LAMS) and were compared using a switching replications quasi-experimental design with pre- and post-tests to answer the research questions. Student learning approaches and engagement in the team activities were assessed using the study process questionnaire and the structure of observed learning outcomes taxonomy respectively. Results and Conclusions: Students get significantly higher MCQ scores than OEQs for the same set of questions, but the reverse is true for application exercises (AEs), which focus on higher-level application. Most students significantly deepened their learning approaches before OEQs, while poorly prepared students were less engaged during OEQ discussions. Interestingly students subjected to OEQs took less time and scored higher in AE discussions, suggesting better focus on higher-level thinking. Implications: This project is significant as it bridges our understanding of the value of OEQs and TBL. Our approach is transferable to other courses, and thus it can improve the quality of teaching and learning in tertiary education.
URI: https://hdl.handle.net/10356/161921
ISSN: 0266-4909
DOI: 10.1111/jcal.12680
Rights: © 2022 John Wiley & Sons Ltd. All rights reserved.
Fulltext Permission: none
Fulltext Availability: No Fulltext
Appears in Collections:LKCMedicine Journal Articles
SBS Journal Articles

Page view(s)

29
Updated on Dec 3, 2022

Google ScholarTM

Check

Altmetric


Plumx

Items in DR-NTU are protected by copyright, with all rights reserved, unless otherwise indicated.