Repositori URV

Identificador: imarina:9298432

Handle: https://hdl.handle.net/20.500.11797/imarina9298432

Autores:
Mateo-Sanz, Josep M.Olive, CarmePuigjaner, Dolors

Resumen:
This paper describes two new Moodle modules that were developed to enhance a problem-based learning approach. One of the modules offers the possibility to easily customize student assessment. In particular, it enables the creation of questions containing random numeric variables, either scalar or vectorial, and whose answers are automatically computed regardless of the complex combination of numerical and logical operations involved in their calculation. The other module facilitates the subdivision of a problem into a common statement and a set of questions which are successively displayed in the browser. By combining these two modules, instructors can easily offer their students the opportunity to practice answering individualized quizzes anywhere and anytime. The analysis of the effect of the use of these two modules on students' performance revealed the existence of a strong link between the amount of online problems answered by students and their final grades. Typically, higher final grades were associated to higher regularity in answering individualized online problems. Moreover, it was shown that the use of individualized assessment quizzes tends to reduce academic dishonesty.