Integrating Online Student Reflection in a Constructively Aligned College Math Course: a faculty case study
Bruce Bukiet, James Lipuma, New Jersey Institute of Technology, United States
Global Learn, in Princeton-Mercer, New Jersey ISBN 978-1-939797-43-8 Publisher: Association for the Advancement of Computing in Education (AACE)
This article describes a project to incorporate writing to promote student reflection in an upper division math course at New Jersey Institute of Technology (NJIT). The authors present herein the process used to create an effective, constructively aligned evaluation design, and show how digital learning tools were used to implement it in a Moodle course (NJIT’s Learning Management System), in a blended learning context. Dr. Bukiet’s Numerical Methods course was used for implementing and testing the writing integration for tasks and assessments. Drs. Lipuma and Bukiet worked through the ADDIE process together to produce a coherent, technology-based, integrated system providing formative feedback for the course to both the instructor and the students. The instruments developed, student responses, and lessons learned are discussed. In the end, the research demonstrates that due to the instructional design perspective employed in the course students engage in reflection and provide formative helpful feedback to allow both instructional and course design improvements to be incorporated into the teaching without significant loss of student attendance or undue burden on student or faculty time.
Bukiet, B. & Lipuma, J. (2019). Integrating Online Student Reflection in a Constructively Aligned College Math Course: a faculty case study. In G. Marks (Ed.), Proceedings of Global Learn 2019-Global Conference on Learning and Technology (pp. 47-56). Princeton-Mercer, New Jersey: Association for the Advancement of Computing in Education (AACE).
© 2019 Association for the Advancement of Computing in Education (AACE)