Browsing by Author "Zhu, Liugen"

Now showing 1 - 10 of 14
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    Assessing the Process of Team-Based Projects to Promote Quality Contribution and Equitable Assessment
    (Indiana University, 2024-03-08) Zhu, Liugen
    This article explores the development and implementation of a multifaceted evaluation approach aimed at assessing both the product and process aspects of team-based projects. Specifically, it delves into the practice of utilizing peer evaluation to evaluate the intricate process dynamics within team-based projects. In support of this methodology, this article references relevant literature and theories to underscore the importance of assessing the process and advocating for equitable assessment practices. The article includes the peer evaluation form, an informative FAQ page, a group discussion assignment, and a hypothetical example illustrating the grading process.
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    Big and Small: Active Learning in Online and Face-to-Face Courses
    (2017-04-07) Hook, Sara Anne; Zhu, Liugen
    Drawn from the literature and the experiences of two faculty members, this presentation will highlight a variety of opportunities to promote active learning in online and face-to-face courses. Although some options may require substantial adjustment in pedagogical and logistical approaches, they will demonstrate how even small changes in a course can result in big improvements in student engagement and success.
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    A Carrot or a Stick: Enhancing Student Motivation through Accountability in Online and Face-to-Face Courses
    (2015-04-10) Hook, Sara Anne; Zhu, Liugen
    This engaging presentation features a variety of innovative and practical teaching strategies that are intended to increase student accountability in online and face-to-face courses. Based on their assessment methods and drawing from the literature, the presenters demonstrate how student accountability has a direct impact on extrinsic and intrinsic student motivation that translates into improved student learning and academic success.
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    GREAT Expectations: Promoting Active and Collaborative Learning in Online and Face-to-face Courses
    (2014-04-01) Zhu, Liugen; Hook, Sara Anne
    GREAT Expectations stands for Group work, Reflection, Evaluation of self and peers, Application of course content to real-world problems and Testing (pre- and post-testing). It encompasses all of the techniques and technologies that the presenters use to promote active and collaborative learning in their online and face-to-face courses and to encourage students to take more responsibility for their own learning.
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    The Impact of Participation and Attendance on Undergraduate Student Performance in Face-to-Face and Online Courses
    (2015-11-21) Zhu, Liugen; Defazio, Joseph; Huang, Edgar; Hook, Sara Anne
    This presentation reports the results of a comprehensive study of policies on attendance and participation in face-to-face and online courses, with policies that range from strict to flexible, and correlate these policies with final course grades. The intent was to demonstrate the impact that these policies have on student motivation and student success. Participants will self-identify which category their attendance/participation policies falls into and reflect on how revising these policies can influence their own courses.
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    Impact of SoTL on Online and Face-to-Face Courses
    (2016-04-01) Hook, Sara Anne; Zhu, Liugen
    Drawn from the literature and the experiences of two faculty members, this presentation will highlight the many opportunities to engage in SoTL and demonstrate the impact that SoTL activities have had on the teaching approaches and student learning outcomes that the presenters have seen in the diverse array of face-to-face and online courses that they teach.
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    Impact of the Stringency of Attendance Policies on Class Attendance/Participation and Course Grades
    (Indiana University Office of Scholarly Publishing, 2019-01-05) Zhu, Liugen; Huang, Edgar; Defazio, Joseph; Hook, Sara Anne; Department of Human Centered-Computing, School of Informatics and Computing
    The purpose of this preliminary study was to investigate the impact of three diverse attendance and participation policies in face-to-face and online courses and the effect on students’ final grades in each course. We examined nine different undergraduate courses taught between Fall 2010 and Spring 2015. The results suggest that a more stringent attendance policy significantly impacts student attendance, absences were negatively correlated with course grades, and that course delivery methods were not predictive of either attendance/participation or course grades. Additional research is needed to determine what other factors might influence attendance and participation and correlation to course grades.
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    Impact of the Stringency of Attendance Policies on Class Attendance/Participation and Course Grades
    (Indiana University, 2019) Zhu, Liugen; Huang, Edgar; Defazio, Joseph; Hook, Sara Anne; Human-Centered Computing, School of Informatics and Computing
    The purpose of this preliminary study was to investigate the impact of three diverse attendance and participation policies in face-to-face and online courses and the effect on students’ final grades in each course. We examined nine different undergraduate courses taught between Fall 2010 and Spring 2015. The results suggest that a more stringent attendance policy significantly impacts student attendance, absences were negatively correlated with course grades, and that course delivery methods were not predictive of either attendance/participation or course grades. Additional research is needed to determine what other factors might influence attendance and participation and correlation to course grades.
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    Improving Student Learning with an Early Self-Reflection and Assessment
    (Indiana University, 2023-04) Zhu, Liugen
    Instructors often set expectations and explain what students need to do to succeed in their courses. Students achieve success by developing and applying effective study habits. This self-reflection and assessment survey contains ten true/false questions. These questions show students the correct study habits that will lead to improved learning and good grades. These questions help students predict their performance level because performance is tied to the amount of learning. Students complete the activity in the fourth or fifth week of a semester. This activity allows students to reflect on their study habits in the first few weeks and find ways to improve their learning and performance for the rest of the course.
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    Looking Out and Looking In: Promoting Academic Success through Peer Review and Self-Reflection in Online and Face-to-Face Courses
    (2014-11-21) Zhu, Liugen; Hook, Sara Anne
    This presentation will illuminate why peer review and self-reflection are important in promoting academic success and student engagement in both online and face-to-face courses. It will showcase the effective and easy-to-implement techniques that the presenters use to provide students with opportunities to look outward and inward and how the results contribute to course grades and the overall assessment of student learning. Attendees will be able to incorporate these techniques into any course at any level.