Access to Online Formative Assessments in Lower-Division Undergraduate Biology Courses: Investigating Barriers to Student Engagement-Reference-Cited by-同舟云学术

Access to Online Formative Assessments in Lower-Division Undergraduate Biology Courses: Investigating Barriers to Student Engagement

Published:2022-12 Issue:4 Volume:21 Page:
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Upchurch Allison M.¹,Kirkwood-Watts Dana L.¹,Brazeal Kathleen R.¹,Wheeler Lorey A.²,Couch Brian A.¹,Johnson Gabrielle B.³,Spier Sarah K.³

Affiliation:

1. School of Biological Sciences, University of Nebraska–Lincoln, Lincoln, NE 68588

2. Nebraska Center for Research on Children, Youth, Families, and Schools, Methodology, Analytics, and Psychometrics (MAP) Academy, University of Nebraska–Lincoln, Lincoln, NE 68583

3. Science Department, Southeast Community College, Lincoln, NE 68520

Abstract

Students in introductory biology courses at 2-year and 4-year institutions were surveyed to determine their degree of access with respect to completing online formative assessments. This study reports on five different areas in which students may face challenges and includes student recommendations for how instructors might help alleviate these barriers.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference69 articles.

1. Drawn to distraction: A qualitative study of off-task use of educational technology

2. Barriers to distance learning during the COVID-19 outbreak: A qualitative review from parents’ perspective

3. Diversity and Equity: A Global Education Challenge

4. How Leaky Is the Health Career Pipeline? Minority Student Achievement in College Gateway Courses

5. Advantages and Challenges of Using e-Assessment

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