30 Published by the IEEE Computer Society 1089-7801/09/$25.00 © 2009 IEEE IEEE INTERNET COMPUTING I nternet technologies enable us to rethink traditional teaching approaches, which opens the floodgates to educational innovation. Why do exams have to be on paper? Why can’t we ensure the integrity of online exams? Why can’t students collaborate on exams, so they can learn from each other? And why...

Just as expert physicists vary in their personal stances on interpretation in quantum mechanics, instructors vary on whether and how to teach interpretations of quantum phenomena in introductory modern physics courses. In this paper, we document variations in instructional approaches with respect to interpretation in two similar modern physics courses recently taught at the University of Colora...

Purpose: Emergency distance learning that started in the middle of 2019-2020 education year caused a lot uncertainties and even chaos many settings around world. However, conditions were different when 2020-2021 fully online. This descriptive inquiry aims to explore views, perceptions, experiences learners instructors, who online preparatory class School Foreign Languages at state university co...

Real time E-learning has become a new medium of educational learning. In the old days, learning is carried out in school and there is no facility for distance learning. With the emergence of e-learning, students are able to gain knowledge through online communication. However, the process of receiving feedback from the instructors can be long and tedious. It is because any questions on their su...

Problem statement: Many instructors in academia wish to know how much their students understand the content of the lecture; however, doing this manually will be very difficult and time consuming. Similarly, most students have communication problems with their instructors and they wish if they can ask their questions without any fear. So a need for a technology to bridge these gaps is becoming a...

CS50 is Harvard’s introductory course for majors and non-majors alike. For years, we have posted videos of the course’s lectures and sections online for the sake of review and distance education alike. But students’ experience with these videos has been historically passive. Students have been able to watch the course’s content on demand, rewinding and fast-forwarding at will, but they have not...

In this study, the researchers investigated a critical aspect of EFL/ESL writing pedagogy-the impact of teacher written commentary on student writer’s earlier drafts. Compositions of 80 Iranian undergraduate English majors were commented on using a trio of imperatives, statements, and questions on both content and form. Overall, the results indicated that the comments in the imperative form hel...

Formative assessments allow learners to quickly identify knowledge gaps. In traditional educational settings, expert instructors can create assessments, but in informal learning environment, it is difficult for novice learners to self assess because they don’t know what they don’t know. This paper introduces Questimator, an automated system that generates multiple-choice assessment questions fo...

A problem faced by many instructors is that of designing exams that accurately assess the abilities of the students. Typically these exams are prepared several days in advance, and generic question scores are used based on rough approximation of the question difficulty and length. For example, for a recent class taught by the author, there were 30 multiple choice questions worth 3 points, 15 tr...

We have designed, developed, and validated a 17-question Meiosis Concept Inventory (Meiosis CI) to diagnose student misconceptions on meiosis, which is a fundamental concept in genetics. We targeted large introductory biology and genetics courses and used published methodology for question development, which included the validation of questions by student interviews (n = 28), in-class testing o...