Abstract: Learning theory from the ‘behaviorist’ camp suggests that a stimulus (problem) with quick feedback and then repetition (resubmission) will increase student learning. To test this assumption an experiment was conducted. In an introductory management information system class students are given the opportunity to submit several skill-building assignments prior to the due date. These submissions were graded promptly with feedback provided and the students could then re-submit the assignment for final grading upon the actual due date. Data that was collected from 159 students on three different spreadsheet and database assignments indicates that there is a relationship between the choice of a student to take advantage of pre-grading and the final test grade that tests similar skills as in the assignments. However, the relationship is not immediate, but it appears that students need to follow a ‘path of learning’ in order to achieve a higher level of understanding, whereby prompt and constructive feedback can play an important role.
Keywords: Pedagogy, Computer Literacy, learning theory, feedback
Download this article: ISEDJ - V10 N2 Page 40.pdf
Recommended Citation: Gebauer, J., Janicki, T., Yaylacicegi, U. (2012). Multiple Submissions and their Impact on the ‘Path of Learning’ . Information Systems Education Journal, 10(2) pp 40-47. http://isedj.org/2012-10/ ISSN: 1545-679X. (A preliminary version appears in The Proceedings of ISECON 2011)