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Student Generated Real-Time Note Development and Web Page Archival

Abstract

An experimental, delayed-time, student-generated course note and on-line archival system was initiated in a Junior-level Environmental Science course, which is required for all Civil Engineering majors, during 2004 to test the validity of generating a system of archived consistent course notes for all students. The system involved a designated student each day throughout the course being responsible for the class notes that were generated in the lecture or the laboratory sessions. The student preparing the notes was required to submit the notes by email to the instructor or to upload them directly to the course website for review and approval. The instructor reviewed the notes each day to edit them, and the notes were accessed on-line at the start of the next meeting with the students. Needed corrections and theoretical misunderstandings were in this way identified, and resolved very quickly for the students. This methodology was proposed to accomplish several objectives: to get the students more involved in the development of the course material (increasing their active participation and learning); to allow the instructor almost immediately to recognize and resolve misunderstandings in the material; and to allow the students to develop confidence in the accuracy of their own notes. Narrative and quantitative student assessments were supportive of the note generation and on- line archival process. However, assessments indicated the need for an improved archival system. Additionally, the process was limited by the inability of the students to generate most of the laboratory diagrams and notes in anything but a “word processing” representation. This paper will provide details of the first year program and assessment along with the successes and frustrations encountered in the second year of implementation using a course web management system and a “smart board” for real time note recording.

Introduction

Cognitive learning theory teaches us that students come to the university with a diversity of learning styles. Kolb1 developed a learning style inventory to help students and teachers evaluate the learner’s predominant learning style. Cheek described that part of the constructivist model is based on knowledge being not passively received, but actively built up by the cognizing subject 2. Different methods of assessment are commonly used to evaluate student learning in a single course, such as the following: homework, quizzes, tests, group or team projects, individual research papers, and quantitative and qualitative formative and/or summative assessments. Nair, et al. 3, stated that “the availability of software systems and electronic bulletin boards augment teaching by supporting student teamwork and facilitating communication and the management of projects.” Poole, et al. 4, suggested the use of embedded assessments as tools for teachers to use in their classrooms as an integrated part of their lessons. Kirkpatrick 5 proposed a three-step model for teachers to use to make presentations more meaningful: (a) present the material, (b) personalize the material, and (c) allow students to interact with the material. Waller 6 suggested

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Berdanier, B. (2006, June), Student Generated Real Time Note Development And Web Page Archival Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--93