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[skinnymargarita]

Dear Dr's:
I am writing an exam for an online "blended course" we meet face-to-face most of the time. We will meet online for some of the weeks (weekly night class 2 hours long). I have 3 students that drive 1hr+ each way to class so I am trying to make things work more efficiently for all of us. I teach full time K12 and online for a second college when I have sections that fill so I am also personally interested in online course facilitation as well.

I have the exam questions into the "Question library" in D2L (for MS Educ. methods course). I am trying to decide 2 things:

1- how much time do I give the students? I told them I would leave the course open for class time, but I am thinking of leaving an extra 3 hours in case of technical difficulties, etc. Thoughts?

2-Does D2L use turn-it-in or is that a separate program and set up with the college? Suggestions about references, etc.?

Any other constructive advise is welcome! I have taught one other online course and one face-to-face so not totally ignorant of higher ed. teaching. Actually, it is not that different from my middle school students...

Cheers forumites!

[magistra]

I don't use D2L, so I can't answer specifically.  But usually for exams, giving a minute per question is the norm (and is more than enough).  It very much depends on the format and expectations, however.  What you're talking about makes the exam an open book take-home.  If that's what you want, fine, but if not you really are opening the class to all kinds of cheating issues. 

Technical issues are a separate problem, and the students don't need more time because of it, they just need to be prepared to use the CMS (have you done an online quiz already?), and you should be online monitoring the system during the exam.  If something happens you can contact IT and have them check whether the student's problem was genuine or if he just wanted more time to study -- then you can open the exam again or not, as you choose.

Hybrid classes are great in theory, but there's a learning curve for using the CMS that's higher than most people realize -- for both students and professors.  It's more effort and time, especially when you're starting out.  Make sure your instructions are clear and thorough!

I don't know to what extent this course has been blended, but do all your students have good internet access?  I'd make sure students can take the exam in a computer lab at the time of the exam.  If you've never done something like this before in class, I'd consider designating a computer lab they should use and being there.  Those who want to work off-campus may, but those who are unsure of the online stuff have access to help.

Students can be surprisingly wary of online education; I'm not saying that you shouldn't do it, but don't be surprised if you get complaints or run into trouble.  Don't sacrifice the rest of your class because a few have long drives (which they signed on for).  Your entire class might love the online component, but maybe they won't.  Get feedback from everyone.

[skinnymargarita]

I don't use D2L, so I can't answer specifically.  But usually for exams, giving a minute per question is the norm (and is more than enough).  It very much depends on the format and expectations, however.  What you're talking about makes the exam an open book take-home.  If that's what you want, fine, but if not you really are opening the class to all kinds of cheating issues.  

Technical issues are a separate problem, and the students don't need more time because of it, they just need to be prepared to use the CMS (have you done an online quiz already?), and you should be online monitoring the system during the exam.  If something happens you can contact IT and have them check whether the student's problem was genuine or if he just wanted more time to study -- then you can open the exam again or not, as you choose.

Hybrid classes are great in theory, but there's a learning curve for using the CMS that's higher than most people realize -- for both students and professors.  It's more effort and time, especially when you're starting out.  Make sure your instructions are clear and thorough!

I don't know to what extent this course has been blended, but do all your students have good internet access?  I'd make sure students can take the exam in a computer lab at the time of the exam.  If you've never done something like this before in class, I'd consider designating a computer lab they should use and being there.  Those who want to work off-campus may, but those who are unsure of the online stuff have access to help.

Students can be surprisingly wary of online education; I'm not saying that you shouldn't do it, but don't be surprised if you get complaints or run into trouble.  Don't sacrifice the rest of your class because a few have long drives (which they signed on for).  Your entire class might love the online component, but maybe they won't.  Get feedback from everyone.

That is great advise! I am only doing the mid-term online for now. I will decide after that is graded about the final and maybe another class online. I understand that students will be able to use their notes and online access unless I use the lock-down browser feature. I was not planning on locking down the browsers as I figured they wouldn't have enough time to learn in the information if they haven't studied it. I don't know if they have access to turn-it-in. I will ask the Distance Ed. dept that question. I can always "google" text that seems questionable.

I have a couple of essay questions in the exam which the students have to use the highest level of Bloom's Taxonomy to answer. The essay points are worth 12/25 and T/F and MC are the rest. So I am going to assume that they will have to have studied and can put this all together in a few hours time to get a good grade. I think that should be tough enough. I don't want it too easy or difficult, but a good judge of their knowledge of the material covered in class.

 All of the students have used D2L, I asked before the change.They have all logged in within the last few days before the switch as well. I don't have a lab set up for them, but that is a great idea. This time, it is too late as this week was a holiday and next Monday the exam. Don't want to throw a fastball at them. I am very excited for the advice of being online during the exam. Had not gotten that far in my planning. Yes, this is my very first online exam. I am hoping to have someone read through the questions before the students take it just to make sure everything looks ok and works. I am a bit nervous about that so I could contact technology and ask them to look it over. Just wanted to do as much as I could on my own.

I think you are right about the rest of the class, I shouldn't worry about them driving, having babies, etc. I thought this would help get us over a few bumps and also I could learn D2L, which I wanted to anyway. Online is more time consuming. Thanks for the help!

[skinnymargarita]

OK, I think I still need to adjust the allowable time on the (online) quiz. According to your past quizzes, how much time would you suggest for each long answer essay question? I have 25 questions: 8 t/f, 5 m/c & short answer, 2 long answer essay. Class time in 2 hours. Since it it online, should I allow more time or no?

[baphd1996]

It should take the same amount of time to do it online.  If it takes 2 hours in the classroom, then it should take 2 hours online.  I always give plenty of time though.  It wouldn't hurt to allow 3 hours.

[kedves]

I'm never going to give an essay test online again.  I've had too much plagiarizing, mostly from materials I wrote for the class.  If you want to do it, I suggest breaking it into two tests to decrease the potential for technical problems in a very long test.  I allow one minute per question for a four-answer multiple choice test (50 questions in 50 minutes).  Students complain that it is too rushed, though.

[skinnymargarita]

I'm never going to give an essay test online again.  I've had too much plagiarizing, mostly from materials I wrote for the class.  If you want to do it, I suggest breaking it into two tests to decrease the potential for technical problems in a very long test.  I allow one minute per question for a four-answer multiple choice test (50 questions in 50 minutes).  Students complain that it is too rushed, though.

Good point! My students want an all-day window for the test. hmmm.

[new_bus_prof]

I'm never going to give an essay test online again.  I've had too much plagiarizing, mostly from materials I wrote for the class.  If you want to do it, I suggest breaking it into two tests to decrease the potential for technical problems in a very long test.  I allow one minute per question for a four-answer multiple choice test (50 questions in 50 minutes).  Students complain that it is too rushed, though.

Good point! My students want an all-day window for the test. hmmm.

Long Essays are a problem maker for online exams/quizzes.
Given the technology, and what you want the test to look like, here is what I would do.

Provide a time window of opportunity for taking the exam. Compromise with 12 hours -- Noon to Midnight works well.
Split the exam into 2 parts.
Part I - Timed. MC and T/F questions. Students are given half an hour to complete.
Part II - Untimed.  Essay questions. Allow students to login and back again until midnight adjusting their answer. Provide a word limit to paste their responses.

[skinnymargarita]

I'm never going to give an essay test online again.  I've had too much plagiarizing, mostly from materials I wrote for the class.  If you want to do it, I suggest breaking it into two tests to decrease the potential for technical problems in a very long test.  I allow one minute per question for a four-answer multiple choice test (50 questions in 50 minutes).  Students complain that it is too rushed, though.

Good point! My students want an all-day window for the test. hmmm.

Long Essays are a problem maker for online exams/quizzes.
Given the technology, and what you want the test to look like, here is what I would do.

Provide a time window of opportunity for taking the exam. Compromise with 12 hours -- Noon to Midnight works well.
Split the exam into 2 parts.
Part I - Timed. MC and T/F questions. Students are given half an hour to complete.
Part II - Untimed.  Essay questions. Allow students to login and back again until midnight adjusting their answer. Provide a word limit to paste their responses.

Yes! I like that! Thanks!

[baphd1996]

I just gave an online exam.  It's amazing how many students had computer problems and needed to have the exam rest.  Also amazing was the last 4 classes I gave the test to in written form had an average of 70ish%,  This group taking it online?  90ish %  Wow, my teaching methods must have improved....

[baphd1996]

I just had a student who had computer problems come to see me.  When I told her she could take the "paper" version of it she asked whether it was still open book.  I pointed out that the directions clearly stated on the online exam that it was not open book, open note, or group work.  She said it was unfair that everyone else got to cheat but she couldn't.

I hate online exams.... nothing but trouble.

[kedves]

I just had a student who had computer problems come to see me.  When I told her she could take the "paper" version of it she asked whether it was still open book.  [1] I pointed out that the directions clearly stated on the online exam that it was not open book, open note, or group work.  [2] She said it was unfair that everyone else got to cheat but she couldn't.

To that, I say, (1) "Ha!  That's what you think" and (2) "She's right."

[skinnymargarita]

So, then online essay is really the only way to go!?

[ianelay]

At my last teaching position, we required students to find a proctor to oversee their online exams. The proctor had to be a professional (say, a librarian or a teacher at an accredited school), and the student needed to submit their proctors' information to us in advance of the exam so that we had time to verify their proctors' identities--there were the occasional sketchy proctor situations before we tightened the proctor regulations). The students had no access to their exams unless we HAD confirmed proctor information, so compliance was pretty good. It cut down on our worries about cheating, and if there were truly technical difficulties during an exam, the proctor was on hand as a witness. University/college testing centres had the best proctors, as they were often familiar with online exams. High schools and public libraries sometimes had trouble, because their firewalls seemed to interfere with our online security measures.

We had a full-length trial exam for students and proctors to use in order to test their system requirements, and *begged begged begged* them to test their systems well in advance! If the real exam froze anyways and wouldn't submit, we would have the students write down answers onto paper, so that the proctor could fax them over. That might help for some glitches.

We also gave a bit more time for the online exam than the paper version, in order to allow for the oddity of scrolling through exam questions instead of flipping back and forth through pages, to allow for 2-finger typing on essay questions, and because students actually have to save and submit before the clock runs out. We didn't advertise this difference in time, but we explained it if students writing paper exams asked about it. Nobody complained about the extra time.

Our averages between paper versions and online versions were pretty similar.

Anyways.... a few things that have worked for us!

[kedves]

So, then online essay is really the only way to go!?

After doing this a while, I have arrived at the opposite conclusion:  online essays encourage plagiarism and "data dump" answers, whereas multiple-choice tests work well as long as you recognize and don't play games about the fact that it will be open book/notes, but give only 1-1 1/2 min. per question.   I want students to be able to look things up to confirm an answer hunch, but not to have enough time to do it with every question--and to be pressed for time to the extent that if the question doesn't ring a bell because they didn't do the reading or pay attention in (or attend) class, they won't have a clue where to find the answer.  And I tell them that.

If you do essays, I recommend being very specific about what you are looking for (e.g., application of concepts to the situation).