Matching Items (2)
Description
Research has shown that the cheat sheet preparation process helps students with performance in exams. However, results have been inconclusive in determining the most effective guiding principles in creating and using cheat sheets. The traditional method of collecting and annotating cheat sheets is time consuming and exhaustive, and fails to capture students' preparation process. This thesis examines the development and usage of a new web-based cheat sheet creation tool, Study Genie, and its effects on student performance in an introductory computer science and programming course. Results suggest that actions associated with editing and organizing cheat sheets are positively correlated with exam performance, and that there is a significant difference between the activity of high-performing and low-performing students. Through these results, Study Genie presents itself as an opportunity for mass data collection and to provide insight into the assembly process rather than just the finished product in cheat sheet creation.
ContributorsWu, Jiaqi (Co-author) / Wen, Terry (Co-author) / Hsiao, Sharon (Thesis director) / Walker, Erin (Committee member) / Computer Science and Engineering Program (Contributor) / School of Life Sciences (Contributor) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
As more students have joined online higher education programs, research has provided insight into the use of various technologies in online courses. There is an ongoing question of how digital learning resources could be leveraged in English composition courses to best support the needs of students and provide them with the foundational skills for academic and professional writing. This study explores how students in an online first-year composition course use the digital community platform InScribe. Data was collected by examining posts made on an InScribe community embedded in Arizona State University’s online First-Year Composition courses. A survey was conducted about students’ perspectives and use of InScribe. The data reveals a positive correlation between students’ confidence in writing and their participation on the digital platform, but also shows where further structure and organization are needed to use InScribe’s full potential. The student-led structure of InScribe allows for meaningful conversations to develop through peer-to-peer learning. Resources shared on InScribe effectively prepare students to make purposeful rhetorical choices in their writing. Recommendations are made to instructional designers, educators, and writing program administrators to expand the use of digital platforms in writing education programs and foster community for online students.
ContributorsBasteyns, Mackenna (Author) / Kappes, Janelle (Thesis director) / Sims, Morgan (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / School of Life Sciences (Contributor)
Created2022-05