Authored by altLAB
Hydraulics and Hydrology is a compulsory paper for third-year civil engineering students at the University of South Australia.
When the paper was transitioned online, a total of seven of the ‘problem-solving’ tutorials that had been delivered face-to-face were replaced by online quiz questions.
Solutions and Advice
How they did it:
- The formative quizzes were developed to provide students with an opportunity to practice and apply new concepts.
- Each quiz question consisted of text, images, and audio or video explanations and feedback. In this way, the quizzes were integrated with content to optimise learning.
- Questions were designed to support construction of detailed mental models. For example, students were required to solve a problem relating to control of water flow by a sluice gate; the solution requiring numerous calculations and drawings.
- Attention was given to repetitive solutions of similar problems and repetition of key terminology in order to reinforce learning.
- A range of question types were used to stimulate critical thinking skills. These included: multiple choice, dropdown menu, short answer, uploading sketches, drag-and-drop and reflective (essay) type questions.
A study investigating the impact of the quizzes found that the quality was enhanced by using a variety of question types, multimodal instruction and prompt feedback. This increased student engagement and satisfaction.Want to find out more?
This challenge and solution is summarised from: Gamage, S.H.P.W., Ayres, J.R., Behrend, M.B. et al. Optimising Moodle quizzes for online assessments. IJ STEM Ed 6, 27 (2019).
Article and images retrieved 11 May 2020 from https://doi-org.ezproxy.aut.ac.nz/10.1186/s40594-019-0181-4