Date of Award

January 2015

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Engineering Education

First Advisor

Jennifer DeBoer

Committee Member 1

Ruth A. Streveler

Committee Member 2

Sean Brophy

Committee Member 3

Lori Breslow

Abstract

Feedback serves to close the gap between learners’ current understanding and the desired understanding. Informative feedback can keep students from holding onto misconceptions, actively engage learners in knowledge acquisition, and increase confidence and motivation to learn. Yet, in the context of higher education, it is usually not possible for instructors to provide timely feedback to every individual student. This is especially difficult in first-year foundational courses due to the large number of students. Online learning platforms offer a solution by providing students immediate feedback during the course of their interactions with formative assessment tools (e.g., online homework, quizzes, embedded questions in lecture videos). However, how students choose to interact with these features and how these features influence students’ learning experiences have not been well understood. Even less is known about student behaviors with these immediate feedback features in a blended learning class.

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