トーマス・ゲッツ
  トーマス・ゲッツ   社会福祉学部 共通部門   教授
■ 標題
  Readiness quizzes for a moodle environment
■ 概要
  Moodle has been in use at a university in Japan over the last five years. Its purpose has been to assist first-year language learners to have more frequent contact with the salient material. It was noticed that student and teacher participation waned within a program of nearly 600 students and 20 instructors. Subsequently, reports of some students “harvesting” answers from preparation and review quizzes seemed to have a cheapening effect on the overall intent. This article sets off to ask the question, what constitutes genuine cheating and where one can delineate the separation between a preferred learning style and cheating, report about the introduction of unit tests, and introduce readiness quizzes at the beginning of the academic year to reinforce syllabus goals. It is hoped that students will apply themselves to moodle on more of a weekly rather than a monthly or less frequent basis and that teachers will track student progress with greater regularity. Movement to these two ends needs to happen if compliance to curricular goals is to be met more fully. Findings indicate that Readiness Quizzes can perform effectively in keeping students informed and on schedule with curricular expectations.
   単著   pp.127-136   2018/03