Subject: [IFETS-DISCUSSION:4397] RE: Can multiple choice questions promote higher order thinking in e-learning?
From: Mark Nichols (M.Nichols@ucol.ac.nz)
Date: Mon 24 Feb 2003 - 23:48:06 MET
From: Mark Nichols <M.Nichols@ucol.ac.nz> Subject: [IFETS-DISCUSSION:4397] RE: Can multiple choice questions promote higher order thinking in e-learning? Date: Tue, 25 Feb 2003 11:48:06 +1300
Hello Yasmine and others,
Just yesterday I finished an internal briefing paper on the issue of
eLearning tools and how they might be used for different cognitive
domains... my impression is that multiple answer (as opposed to multiple
choice) questions do have the potential for assessing in higher cognitive
domains however the questions do need to be carefully assembled. There are
some eLearning tools that can be used very effectively for higher domains
however they still require a real person if they are to be used ;-)
If anyone would like to see the paper, just email me off-list and I will
forward.
Mark.
-----Original Message-----
From: Yasmine Howard [mailto:Yasmine.Howard@utas.edu.au]
Sent: Monday, 24 February 2003 11:20 p.m.
To: IFETS-Discussion
Subject: [IFETS-DISCUSSION:4392] Can multiple choice questions promote
higher order thinking in e-learning?
I was talking to a colleague today, and we were discussing whether multiple
choice questions can promote higher order thinking?
The research that i have read tends to argue that multiple choice
questions encourage surface/route learning. As a result, I have generally
regarded multiple choice questions as a method of surface learning, and the
domain of a behaviourist approach to learning.
Is it possible to provide multiple choice questions in a constructivist
environment, that encourages higher-order thinking? I tend to argue that
assimilating multiple choice questions in a constructivist learning
environment would encourage surface learning, as students would be forced
to answer specific questions relating to the topic and be given specific
answers.
On the other hand, if the questions do not force students to recall answers
replicated in the courseware, surely a level of analysis/information
synthesis/evaluation (higher order thinking) of the information is required?
I am interested in the thoughts of other researchers/academics regarding
this topic?
Kind regards
Yasmine
----------------------------
Yasmine Howard ARAD BA (hons)
Postgraduate research student
ICT Tutor, Faculty of Education
WebCT developer, Flexible Education Unit
University of Tasmania, Australia
Yasmine.Howard@utas.edu.au
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