Sage Journals: Discover world-class research

Abstract

Web-based sites such as WebCT/Blackboard are useful for faculty and generally appreciated by students. This article describes the results in a hybrid course of the addition of specialized Web-based software. The intent was to enhance student skills in analysis and critique. Highly structured assignments were graded with Waypoint software, providing much more voluminous feedback to the students than would normally be possible. General aspects of Waypoint are described. The critical and analytical processes were also reinforced in midterm examinations. Statistical analysis supports the conclusion that this course design produced significantly improved analysis and critique skills steadily to the end of the course.

Get full access to this article

View all access options for this article.

References

Angelo

Cross

(1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). New York: Jossey-Bass

Comunale

Sexton

Voll

D. Pedagano

(2001–2002). The effectiveness of course Web sites in higher education: An exploratory study. Journal of Educational Technology Systems, 30(2), 171–190

Lee

Calandra

(2004). Can embedded annotations help high school students perform problem solving tasks using a Web-based historical document? Journal of Research on Technology in Education, 37(1), 65–84

Sapolsky

(2004). Why zebras don't get ulcers (3rd ed.). New York: Henry Holt and Company

Skeele

(2007). A multifaceted tool for student, course and program assessment. In Proceedings of the IADIS International eLearning Conference, Lisbon, Portugal

Using Web-Based Software to Enhance Student Learning of Analytical and Critical Skills

Abstract

Get full access to this article

References