Abstract:

This session is about preparing students to learn. The presenters will report the results of the influence of a credit bearing activity that measured a student’s preparedness to effectively participate in a unit of study. The purpose is to enhance the potential success of a student by introducing them to a self-regulatory study process: Readiness Activity. This session describes the way in which an earlier proposed pedagogical and didactical innovation was actually implemented based on feedback from a previous INTED session. As a reminder, the Readiness Activity is an online quiz tool administered asynchronously with the intent for students to become familiar with the expectations, requirements, and scope of a semester-long course. This activity surveys the learner’s readiness for actively participating in a course of study. The main difference this time is that actual data will be presented that compares scores achieved by students on the Readiness Activity with scores awarded to students at the end of the course.

Rationale:
The main reason for such learning and teaching methodology is that instructors often unnecessarily consume valuable time at the beginning of a course or unit of study by explaining the rules, expectations, and structure of the course. Whereas a self-regulated study process can mitigate the need for students to ask questions about information already provided. This is consistent with the scholarship of teaching and learning (Boyer, 1990; Felton, 2013; Hutchings & Shulman, 1999). Such a pre-engagement learning strategy increases active class participation, prepares students for subsequent class discussions, stimulates early interest in the subject and helps learners navigate course content in a self-paced, less stressful environment. The information required to complete the Readiness Activity is accessible through the course’s learning management system (LMS). The items represent important information that each student will need to remember throughout the semester. This course assignment is also intended to assist students in determining the amount of time they will need to devote to the various components of the course as well as to ensure that they are confident in their ability to navigate the course learning management system.

Implementation:
The Readiness Activity is an individual credit-bearing assignment based on a self-regulated learning process. Each student is required to complete the entire Readiness Activity. Students are allowed access to the Readiness Activity as often as they choose until the due date. The highest score was used in the calculation of the student’s final course grade. There is evidence that this self-regulated study process as the credit-bearing Readiness Activity has a positive influence on learner achievement overall.

References:
[1] E.L. Boyer, “Scholarship reconsidered: Priorities of the professoriate,” San Francisco, CA: Jossey-Bass, 1990.
[2] P. Felton, “Principles of good practice in SoTL’” Teaching and Learning Inquiry: The ISSOTL Journal, 1(1), 121-125, 2013.
[3] P. Hutchings, & L.S. Shulman, “The scholarship of teaching: New elaborations, new developments,” Change, 31(5), 10-15, 1999, September/October.

Keywords:

Readiness, Teaching Strategies, Self-regulated Learning, Instructional Design.