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- 저자 : ( Lainie Robin Harris ) (검색결과 1 건)
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The effects of Online Glossary Quizzes on Engagement and Performance in Undergraduate Business Law
( Eunbae Lee ),( Lainie Robin Harris ),( Lucy Green ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1
While educators believe that understanding of domain specific vocabularies are essential in content learning, little research informs the teaching practices for glossary learning. We discuss the role of a command of domain specific terms in content learning. Informed by Self-determination theory and cognitive academic language approach, we examined the relationship between knowledge of terms and definitions and course performance. We also examined the role of autonomy, perceived competence, and engagement in glossary quiz on course performance. We collected glossary quiz scores, the number of attempts at quizzes, and the final grade from 209 Business Law undergraduate students in the United States. Students also completed presurvey and postsurvey regarding their motivation toward the course, perceived competence in discipline vocabulary, and engagement with the glossary quizzes. Students were divided into two groups in which the glossary quizzes were (a) required and graded and (b) optional and not graded. Data were analyzed using t-test and regression. There was significant relationship among quiz scores, quiz attempts, and overall course performance. While both groups valued the glossary quiz as a helpful learning activity, students`` engagement with the activity was significantly different. Students in the required group made more attempts at the quizzes and received higher scores, and perceived competence in their command of domain vocabularies than students in the optional group. However, there was no relationship among the glossary quiz score, perceived autonomy support and engagement with quizzes, perceived competence in the command of discipline vocabulary and the overall course performance. We discuss that memorization of specialized terms and definitions outside of real world context does not add value to content learning. This type of glossary quizzes would prove effective only when students actually complete them numerous times.
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