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Exploring Video Analytics as a Course Assessment Tool for Online Writing Instruction StakeholdersGodfrey, Jason Michael 01 December 2018 (has links)
Online Writing Instruction (OWI) programs, like online learning classes in general, are becoming more popular in post-secondary education. Yet few articles discuss how to tailor course assessment methods to an exclusively online environment. This thesis explores video analytics as a possible course assessment tool for online writing classrooms. Video analytics allow instructors, course designers, and writing program administrators to view how many students are engaging in video-based course materials. Additionally, video analytics can provide information about how active students are in their data-finding methods while they watch. By means of example, this thesis examines video analytics from one semester of a large western university’s online first-year writing sections (n=283). This study finds that video analytics afford stakeholders knowledge of patterns in how students interact with video-based course materials. Assuming the end goal of course assessment is to provide meaningful insight that will help improve student and teacher experience, video analytics can be a powerful, dynamic course assessment tool.
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The Effects of Standards-Based Grading and Differentiated Reassessment on the Metacognition, Motivation, and End of Course Assessments of 9th Grade American History StudentsHartnell, Benjamin Jeffry January 2016 (has links)
No description available.
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