ABSTRACT

This qualitative study, through the lens of Bloom’s revised taxonomy, investigates adult learners’ self-generated quiz activity on their online learning in a graduate-level course offered in 3 semesters. The quiz activity aimed to engage students to think about their learning goals while actively interacting with the learning content and performing from an instructor’s perspective with the assessment tools they created. Furthermore, completing the activity was also intended to support the learners in the online class and evaluate their learning performance. Findings show that the quiz activity promotes learners’ active learning and motivates them to think and use questions for assessing their peers’ learning. Self-generated quizzes enhance learners’ engagement with the learning content and improve their cognitive processes to gain knowledge. Findings also indicate that adult learners benefit from creating an assessment tool as practical skills in online learning for their future career and current work settings as educators.

摘要

这项定性研究通过 Bloom 修订后的分类法的视角，调查了成人学习者在 3 个学期提供的研究生水平课程中在线学习的自发测验活动。测验活动旨在让学生思考他们的学习目标，同时积极与学习内容互动，并从教师的角度使用他们创建的评估工具进行表演。此外，完成该活动还旨在支持在线课程中的学习者并评估他们的学习表现。结果表明，测验活动促进了学习者的主动学习，并激励他们思考和使用问题来评估同伴的学习情况。自生测验提高了学习者对学习内容的参与度，并改善了他们获取知识的认知过程。