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Collaborative Group Testing Implemented Online using Zoom
Author(s) -
Wedig Isaac,
Elmer Steven
Publication year - 2021
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2021.35.s1.03150
Subject(s) - medical education , class (philosophy) , videoconferencing , test (biology) , online learning , zoom , collaborative learning , psychology , computer science , mathematics education , medicine , multimedia , engineering , paleontology , artificial intelligence , petroleum engineering , biology , lens (geology)
Collaborative group testing can facilitate meaningful discussion, cooperation, and improved understanding of course material. While this format is used in face‐to‐face classroom settings, it is less clear if it can be adapted for online settings. With the rapid shift to online instruction because of the COVID‐19 pandemic, we explored whether collaborative group testing could be implemented online through video conferencing. Our hypothesis was that online collaborative group testing would be feasible and effective for facilitating student learning. Twelve students enrolled in two sections of an introductory kinesiology course (Spring, n=9; Summer, n=3), took exams individually and then immediately again in small groups (3‐4 students). The Spring section completed exam 1 in‐class and exam 3 online (exam 2 was modified as a take‐home because of the onset of COVID‐19 pandemic). The Summer section completed all exams online. For both sections, the group online exam was delivered using Zoom “breakout rooms”. Individual and group scores for exam 3 were evaluated along with student's perceptions relating to the collaborative group testing format. As expected, group exam scores were higher than individual scores (98±1% vs. 79±18%; P <0.05). Most students strongly agreed that the group exam format was collaborative (83%), less stressful than traditional testing (67%), and allowed them to go beyond their previous level of individual knowledge (83%). Additionally, all students recommended the format be implemented in future online courses. Of the students who completed group exams both in‐class and online, the majority strongly agreed (67%) that the level of interaction with group members and overall experience was similar. In summary, preliminary results suggest that collaborative group testing can be implemented online effectively and that it was favorably perceived by students.