As part of this first-year bachelor’s course, small groups worked on a research project to develop and demonstrate their academic skills and competencies. A preliminary assignment as part of this project involved writing an annotated bibliography, for which Interactive Document was used. Five classes each with 25 students were enrolled for this course.
Interactive Document was introduced into this course because of the need to design engaging, collaborative learning activities suitable for the new demands of remote learning. In addition, the instructor sought a tool to develop students’ ability to read and understand scholarly articles, forming a strong foundation for the continuation of their academic journey.
The instructor uploaded an article using Interactive Document and students answered in-line questions about the text.
This consisted of summarising sources, determining theoretical frameworks, limitations, and conclusions, as well as indicating whether the article was qualitative or quantitative. To this end, the instructor enriched the article with open and multiple-choice questions. In addition to guiding questions, the instructor added required questions to block off certain parts of the text, to make sure that students are reading and understanding the article systematically without getting ahead of the material and missing important pieces. Students’ answers and responses were visible to the instructor, as well as each other, resulting in a more open and collaborative learning environment. A statistical overview was available to the instructor, indicating performance per question and per student.
"FeedbackFruits helped me to achieve what I expected and more... It really helped my students get familiar with how to read scholarly articles." - Dr. Haley Kazen, Assistant Professor, Texas A&M International University
Sometimes it can be difficult to get all students to engage with a learning activity. By including a grading module and allocating points to students for participating in the activity (or for correctly answering questions) you can encourage students to be more involved. It is also possible to transfer these scores to the gradebook of your LMS.
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The University of Delaware minimized time spent on group work facilitation, while maximizing students' performance and collaboration skills.