Marc - Another brief question on your on-line stats class... How do you deal with homework? In my regular lecture class I typically emphasize the assignment of "odd-numbered problems" that include the answer to the question in the back of the book. I tell the students I do not grade them on the answer they give (which is true), but on showing the (or a) correct process for obtaining the answer to the question. They must show their work to receive credit. In terms of an on-line class, this would get to be a bit of a problem... I don't want them having to spend hours typing out the solutions to math problems when they could better spend that time studying (or working additional problems). I am considering assigning only "even-numbered" problems and then suggesting particular "odd-numbered" problems that could be used to illustrate process with an answer provided. When they turn in their homework, all they would have to send would be the answers to the questions (and I suppose I would have to hope they were not sharing the answers with others). In my experience with the traditional lecture classes on campus, students have a rather intense dislike for not having a way to check their work. It seems to me homework gets to be much more problematic that tests or communicating concepts... Any suggestions? Judith Roberts Behavioral Sciences Department City College of San Francisco
>>> [EMAIL PROTECTED] 04/07/04 07:44 AM >>> Hi Judith, I'm currently teaching our stats course on-line for the first time. Overall it is going really well, but there have been a few issues that I'm still trying to find ways of working out. We require the use of SPSS in our stats course, so I selected a book that comes with a student version of SPSS. Unfortunately, the student version that comes with the book only runs on Windows, so students who use a Mac still have to come to a lab in order to do those assignments. Also, the student version does not include the repeated measures routines for the GLM, which is forcing me to rework some of the assignments I had planned. Also, I had was a student who broke her wrist early in the semester. In a face-to-face class it probably wouldn't have been as big an issue, but the on-line format ended up being too much for her because of the frequent computer use that is required. The other, and perhaps more important, issue that I've faced is getting students to ask questions when they don't understand something. The students seem very resistant to posting their questions to the discussion board or even sending me email privately to ask the questions. I do hold a few hours of "virtual" office hours each week and some of the students will participate there and ask questions. The next time I teach this course I will probably require participation in the discussion boards. This semester it seems most of the students are treating the class as more of a one-on-one with me rather than participating with others in the class. Of course, it is possible that they are working with other students and just haven't told me about it, but I'm really not getting that impression. Each week I post the notes and assignments. In the notes I try to go beyond the explanations in the book and highlight the issues that I think are most important or have been confusing to students when I teach the course face-to-face. I've had several students emailing me saying that the notes help to make the concepts clearer, so at least that part seems to be working. They also seem to be doing well on the homework assignments and most are doing well on the exams. Part of this might also be the result of some self-selection in which students signed up for the course. I had some ask about the class but then decide against it because they realized they would not stay on top of the assignments without having the cue of the face-to-face meetings each week. Overall I would say it is a good alternative and is workable as an addition to face-to-face offerings. I will be offering the course on-line again either Spring or Fall of next year and will hopefully find some ways to work around the issues that I've seen this semester. I also know I asked about teaching stats on-line last semester so if you don't get many responses, you might try checking the archives for some of those messages as well. - Marc ============================================= G. Marc Turner, MEd, Network+, MCP Instructor & Head of Computer Operations Department of Psychology Texas State University-San Marcos San Marcos, TX 78666 phone: (512)245-2526 email: [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
