Author(s):
Teaching learning-focused homework skills with online learning modules Need: Formative assessments (FAs) are activities that instructors use to gauge student learning (Black and Wiliam 1998). Out-of-class FAs (i.e., homework) provide additional opportunities for students to interact with course content; however, students do not equally benefit (Eddy and Hogan 2014). Deliberate study practices are more important than sheer quantity of study time (Plant et al. 2005). Introductory biology students who lack study skills may approach homework with a “completion” focus, completing it with minimal time and cognitive effort, circumventing the intended learning gains (Brazeal et al. 2021). Students are often open to changing their study approaches, but may lack the meta-cognitive awareness to do so independently (Stanton et al. 2015). The purpose of this project is to develop interactive online modules to demonstrate learning-focused (rather than completion-focused) homework practices to biology students. The three modules will consist of videos demonstrating homework strategies, closed-ended survey items, and open-ended reflection questions. They will be administered in introductory biology courses in a research institution and a community college. Guiding Questions: 1) Do students interact with the modules in a meaningful way? , 2) What do the modules tell us about student homework behaviors? , 3) How do the modules impact student’s buy-in and utilization of homework assignments? Outcomes : We will thematically code open-ended responses where students reflect on current homework practices, plan new strategies, and report on their goal progress. We will also code open-ended responses about homework approaches students currently utilize. We will include select items from the Formative Assessment Buy-In and Utilization Survey in the modules. Broader Impacts: This study addresses if an asynchronous online program can influence students to change their homework behaviors. The modules will teach students critical learning skills, using both description and visual demonstration, which have been shown to result in better skill transfer than description alone (Mayer and Anderson 1992). The “pre-packaged” format of the asynchronous online modules will enable instructors to provide learning strategy support. They also require minimal class time to implement, potentially increasing buy-in among instructors reluctant to give up lecture time for study skills.
Coauthors
Sarah K. Spier2, Steven R. Semadeni1, Gabrielle B. Johnson2, Dana L. Kirkwood-Watts3, Kathleen R. Brazeal1, Brian A. Couch1 1University of Nebraska-Lincoln, 2Southeast Community College, 3Yavapai College
