Track 1: What are Students Learning? 

Premiere: Monday 20 June 2022, starting at 3pm BST//10am EDT

Using Exit Tickets – Online 

Alpna Bhatia, University of Colorado Boulder 

Premieres, 3pm BST//10am EDT

Abstract

Exit Tickets are an amazing tool that I found have build community between students and Instructor and have led to better inclusivity for students in online and asynchronous classes. I have used exit tickets in hybrid and online formats for the last couple of years. This presentation talks about my experience with building and implementing different types of exit tickets and the student feedback I have received on them. I use exit tickets one week as formative assessment and, in another week, to check in on students’ feelings to learning.

It was also important to me that the exit ticket assignment is native to canvas (our LMS) so I have speed-grader access, can get me summative feedback – very few limitations in what kind of questions I ask, individualized responses to an assignment created once and shared across classes. Integration of Google workspace with Canvas helps me achieve this.

Leveraging Online Activity Data to Improve Student Learning Outcomes 

Luke Buchanan-Hodgman, University of Kent

Premieres, 3.20pm BST//10.20am EDT

Abstract

We studied learner engagement in a pioneering Economics Degree Apprenticeship, delivered primarily online. Data created by student activity on course can help us to understand learning behaviours. Our objective was to consider how module design and activity timing might improve academic performance. To address this, we investigated how students access material in differing formats across the term, how they allocate time between concurrent module activity to highlight learning design (LD) setting differences, and to understand how LD can be modified to improve performance. We investigated student Virtual Learning Environment (VLE) use for similarly structured Economics modules with different assessment types/timings. We illustrate how module structure, assessment type (quiz, assignment, or exam) and timing, and competition between modules affect engagement.  

Data were extracted from VLE activity logs (page views of written course materials) to conduct event study style analyses of engagement around assessment releases and deadlines. The dataset consisted of 3 years’ activity from 3 cohorts.  

Preliminary findings showed that quiz events resulted 15 times more engagement in the assessed module and a relative day of engagement lost in the concurrent module, however, the nature of the navigation within the VLE quiz environment may have also contributed to this finding. Assignment events showed 4 times more engagement on the assessed module and a relative day of engagement lost in the concurrent module. Additional engagement following the assignment events showed a lack of convergence after the event, where students did not switch time back to the concurrent module. Exam events showed a similar pattern to assignment events, with engagement switching between modules but then showed catching-up engagement in the concurrent module after the event date. We will now weight the assessments, remove noise from the quiz dataset and adjust the window forwards to check for evidence of catching-up engagement.

Spotlight on Students: A Podcast Interview with Students About Their Learning Journey 

Ramin Nassehi, University College London 

Premieres, 3.40pm BST//10.40am EDT

Abstract

Most economic podcasts focus on doing interviews with star academics, but this podcast, turns the table around and puts the spotlight on students. Here, the lecturer interviews students about the methods and approaches they use to learn economics and conduct research on their own. Pedagogically, this podcast aims to enhance “meta-cognition” among students, which means reflecting on your own method of learning economics and doing research. The idea is that by listening to this interview, other students would think about best practices of learning economics and conducting research and reflect on their own approach. The podcast also provides an opportunity for lecturers to gather feedback and reflect on their syllabus design, teaching approaches and assessment methods. Finally, the podcast seeks to challenge the conventional student-staff power-relations by positioning the students as speakers rather than listeners. Hence, decolonising the classroom. So far, I have recorded several episodes of this podcast with pre-college and undergraduate students, focusing on a wide range of topics such as essay writing techniques, referencing, reading journal articles, searching the Google Scholar, approaching academics for advice, etc.

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