![]() ![]() Students not only have favorable opinions about the use of student response systems, increased use of these systems increases student learning. Increased use of the response systems in lecture had a positive influence on students' performance on exam questions across all six biology courses. Students' performance was compared on exam questions derived from lectures with low, medium, or high numbers of in-class questions. To assess the effects of the response systems on student learning, the number of in-class questions was varied within each course throughout the semester. Students in lower-division courses had more strongly positive overall impressions than did students in upper-division courses. A survey of students in six biology courses showed that strong majorities of students had favorable overall impressions of the use of student response systems and also thought that the technology improved their interest in the course, attendance, and understanding of course content. To assess the effectiveness of wireless student response systems in the biology curriculum at New Mexico State University, a combined study of student attitudes and performance was undertaken. With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. This initial work invites additional research and development in order to refine the screencasting framework and checklist. To introduce a practical application of the framework, the researchers created a screencasting checklist, which may be used by online instructors and instructional designers to develop and assess their own screencasts. By synthesizing the common structure and common instructional strategies, the researchers offer a framework for considering the role of screencasts as online instructional tools. Analyses of the screencasts led the researchers to discover common structural components (i.e., bumpers, screen movement, and narration) and common instructional strategies (i.e., provide overview, describe procedure, present concept, focus attention, and elaborate content). The researchers analyzed their own self-produced screencasts as well as those that were professionally produced. ![]() The content area of these screencasts concentrated on teaching specific computing procedures (e.g., how to install web server software or how to add a table in a word processor). In total, each researcher analyzed 37 screencasts, which provided over two hours of instruction. The researchers engaged in cooperative inquiry in order to explore screencasts as online instructional tools. This search was successful in finding a variety of appropriate resources that could be adopted and built upon to meet student requests as well as finding a gap in terms of sample problems and solutions for students to practice applying their knowledge. A search was then undertaken to find open educational resources that could be used to meet student requests. ![]() When asked which resources would be most valuable to improve their learning, students most often called for sample problems and solutions as well as videos of problem solutions or concept explanations. Students were generally in favour, although not as strongly, of contributing to these free online resources. Students believed that free online resources and a low-cost online textbook would significantly improve their learning. One sixth of students reported having no easy access to a textbook. ![]() Roughly one third of the class of 200 students participated in a voluntary online survey. A survey of student opinions around open educational resources, with a focus on open textbooks, was undertaken in a second year material and energy balances course. ![]()
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