Abstract:

"We find all the answers to textbook problems but cannot explain the reason we keep failing our tests". This clamor by a group of engineering students called for an answer and was brought forward for investigation. An observation was made that one of the ways students prepare for assessments is investing time analyzing the merit of the theoretical background before implementing on practical applications through numerical solutions and other analytical problems. It was also observed that many students seem to take a shortcut, spending more time solving worked examples and back of the chapter problems without prior discussion of the theoretical underpinnings of the subject matter. While the approach might in many cases serve the purpose in allowing students to pass their assessments, it seems to contribute very little to the general body of knowledge. The argument was that this study style did not promote long term deep learning. As an attempt to address the issue, it was suggested to redesign some textbook problems using Moodle "embedded cloze" question format as a mode of both formative and summative assessments. This paper focuses on shortfalls of the back of the chapter problems study style and presents a possible alternative in a redesign and format of the problems that can foster better learning in the specific case of some engineering subjects.

Keywords:

Moodle embedded cloze.