Vintage

UNLV Informed Consent
View a worked example and solution suggestion (2002-2003).
Worked example with integrated self-explanation prompt (2004-present).
Student perception survey spring 2002.
Perception and self-efficacy survey fall 2002 - spring 2003.
Chemical Attitudes and Efficacy Questionnaire (CAEQ) Spring 2004
Follow-up self-efficacy survey Spring 2004
Pre-Assessment: Group Assessement of Logical Thinking (GALT)
Pre-Assessment: Chemistry Concepts Inventory (CCI)
Pre-Assessment: Achievment Goals Questionnaire (AGQ)
2nd Semester Chemistry Self-Efficacy Survey
An example quiz
Biesinger Dissertation Feedback Groups
Feedback Conditions (none, personal, normative, combined)

Dissertations

Kirk, K. (2008). Performance, Perception and Choice of Animated Pedagogical Agent. University of Nevada Las Vegas, Las Vegas, Nevada.

Biesinger, K. D. (2008). The Effects Of Feedback Protocol And Learning Environment Perceptions On Self-Regulated Learning. University of Nevada Las Vegas, Las Vegas, Nevada.

Papers

Biesenger, K. D., & Crippen, K. J., (under review). The effects of feedback protocol on self regulated learning. Computers & Education.

Crippen, K. J., Biesinger, K. D., Muis, K. R., & Orgill, M. (2009). Scaffolding motivation through the use of worked examples. Journal of Interactive Learning Research, 20(4), 385-403.

Crippen, K. J., & Earl, B. L. (2007). The impact of Web-based worked examples and self-explanation on performance, problem solving, and self-efficacy. Computers & Education, 49(3), 809-821.

Crippen, K. J., & Earl, B. L. (2004). Considering the Efficacy of Web-based Worked Examples In Introductory Chemistry. Journal of Computers in Mathematics and Science Teaching, 23(2), 175-191.

Presentations

Crippen, K. J., Biesenger, K. D., & Orgill, M. (2007, 4/16). Achievement Goal Orientation as a Predictor for Learning in an Online Environment for Undergraduate Chemistry. Paper presented at the National Association of Research in Science Teaching, New Orleans, LA.

Earl, B. L., Biesenger, K. D., & Crippen, K. J. (2006). Student use of Web-based materials in general chemistry: What are they using and what does it mean for instruction? Paper presented at the Western Regional Meeting of the American Chemical Society, Anaheim, CA.

Crippen, K. J., & Earl, B. (2005, 6/29). Improving Student Self-Regulation with a Web-based Assessment System. Paper presented at the Gordon Research Conference on Chemical Education, New London, CT.

Earl, B. L., & Crippen, K. J. (2004, 10/29). Assessing the Efficacy of Web-based Worked Examples in General Chemistry. Paper presented at the American Chemical Society Western Regional Meeting, Sacramento, CA.

Earl, B. L., & Crippen, K. J. (2004, 1/6). Improving Student Performance Through Web-based Worked Examples. Paper presented at the Gordon Research Conference: Chemistry Education Research & Practice, Ventura, CA.

Earl, B., & Crippen, K. J. (2003, 10/16). The Efficacy of Web-Based Worked Examples in General Chemistry. Paper presented at the Western Regional Meeting of the American Chemical Society, Long Beach, CA.

Crippen, K. J., & Earl, B. (2003, 10/18). Improving Student Performance with Web-based Worked Examples. Paper presented at the Southwest Regional Meeting of the American Chemical Society, Oklahoma City, OK.

Earl, B. L., & Crippen, K. J. (2002, 11/4). Web-based Worked Examples and Student Performance in General Chemistry. Paper presented at the Southwest Regional Meeting of the American Chemical Society, Austin, TX.

Earl, B. L., & Crippen, K. J. (2002, 8/22). Web-based Worked Examples and Student Performance in General Chemistry. Paper presented at the 224th American Chemical Society National Meeting, Boston, MA.

Crippen, K. J., & Earl, B. L. (2002, 7/30). The Impact of Web-based Worked Examples on Student Performance in Introductory Chemistry. Paper presented at the Bienniel Conference on Chemical Education, Bellingham, WA.

This project is focused on the development of a Web-based learning environment for well-structured problem solving. Well-structured problem solving involves formulating and applying one clear methodology that produces a known solution.

Students have access to a Web-accessible, multiple-choice content quiz for one week. At UNLV, the quiz is available from a link within Webcampus (WebCT-Vista). During this period, students may modify their responses at any time as their skills and understanding of the material change. This is a learning tool where the intent is to engage them in studying the examples we provide in order to learn chemistry and solve the problems. At the end of the week, the quizzes are graded and correct answers are provided. Students who do not achieve at least 80% are offered a re-take. The re-take is identical in form and function, but includes unique, yet conceptually similar items. The item stems on the re-take quizzes are different, but the worked examples accompanying each item remain the same. Quiz items are selected from a pool and response options are randomized, so the likelihood of two students getting identical quizzes is small.

Each quiz item includes three embedded worked examples in the form of buttons following the item stem. When a student clicks an example button, a new window opens presenting the worked example and additional information in the form of a unique self-explanation prompt. We are actively trying to get students to talk to themselves as they study the examples. Quiz items were written and assigned based upon content, level of difficulty, and problem characteristics. Quiz content is matched with the weekly lecture topics and worked examples were built in support of techniques taught in lecture and described in the textbook.

Within the context of our Web-based learning system, previous research has shown that students make extensive use of the worked examples and self-report that these strategies are helpful for improving both their learning and performance. Further, we have shown that the combination of a worked example with a self-explanation prompt positively impacts their performance in the course and motivation towards learning chemistry.

Below is an example student screen from within Webcampus. Access the Exam-PLE system appears as a link labeled Quizzes.

Once the student selects the Quizzes link, they select their name from the list. If their name doesn't appear on the list, the have an email link to Dr. Crippen.

The student enters their password (their initials and last for digits of their l-number).

The main screen provides a graphic showing their progress, access to the active quizzes (they can change their responses; no answers), and access to previous quizzes (they cannot change their responses; correct answers).

Finally, an example quiz.

Example buttons are always active.