THE DESIGN AND DELIVERY OF TWO ONLINE ACTIVITIES FOR UNDERGRADUATE STUDENTS

Sean Lancastle
Southampton Solent University
UK

This study considers two short online activities for second year undergraduate students studying a technology course. It makes comparisons between a traditional summative multiple-choice quiz and an activity that drew upon a number of theories of learning and motivation to inform its design and delivery. It was found that verbal briefing to reinforce context and learning outcomes, together with carefully designed questions to encourage structured developmental learning, resulted in a doubling of active participation in the activity.

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