Browsing by Author "Monteza, Diego"

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    How to assess? Student preferences for methods to assess experiential learning: A best-worst scaling approach
    (2022) Melo, Grace; Monteza, Diego; Colson, Greg; Zhang, Yu Yvette
    Transitioning from traditional in-person classroom formats to online instructional delivery methods and online student assessments during the COVID-19 pandemic was a significant challenge to effective teaching, learning, and evaluation. Although there is a growing literature assessing the relative efficacy of different online teaching techniques, previous literature has not analyzed, from the student perspective, what methods are preferred for evaluating performance in experiential learning courses. How students perceive assessment methods is critical because it can affect their learning experience and academic achievements. To better understand student preferences for assessment methods, the best-worst scaling approach was used in two online surveys of 218 undergraduate students enrolled in experiential learning-based programs during the COVID-19 pandemic. Analysis of student responses indicates students' highest levels of support for assessments that emphasize the development of critical thinking skills and professional skills, such as case studies. Most students would prefer assessments that are driving (develop different skills such as creative thinking) and realistic (develop skills transferable to the real world), while only a few (< 1%) prefer assessments that are fast (involve little time), frequent, safe (has preventive measures to eliminate cheating), or strategic (high probability of getting good grades).
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    Navigating the shift to online learning: student experiences of inclusivity, efficiency, and study efforts in Chile
    (2024) Melo, Grace; Monteza, Diego; Acosta, Sandra
    Online learning can broaden access to education; however, it might pose challenges for students at risk of exclusion (i.e., first-generation, low-income, disabled, rural origin, or ethnic minority students) who often lack the minimum learning resources. As online learning continues expanding, this study aims to understand students' views regarding critical aspects of students' learning experience, including inclusion, efficiency, grade impacts, and efforts. We employed a mixed methods study based on a survey and focus groups with college students in a large, well-known Latin American university in Chile that delivered online instruction for multiple semesters. Regression analyses of survey responses from undergraduate students indicate that students at risk of exclusion did not perceive the online learning environment to be more challenging than those not at risk. Students at risk of exclusion, however, were more likely than students not at risk to express a need to study more to achieve good grades, potentially to mitigate any challenges associated with the COVID-19 pandemic on academic performance. Focus group evidence indicates that while some students faced mental/emotional health issues negatively affecting learning, other students rapidly adapted their studying practices, which had positive impacts on learning.