COMPARING EFFECTS OF UTILIZING AN ONLINE QUIZZING TOOL WITH METACOGNITIVE FEEDBACK IN INTRODUCTORY GEOSCIENCE COURSES ACROSS DIVERSE INSTITUTIONS

Sometimes students do not know what they do not know, and worse, they may think they have sufficient content knowledge and not recognize important gaps in their understanding. Often, this lack of accuracy in their perceptions occurs when students do not have opportunities to receive feedback that can be derived from formative assessment. In this study, we examine the impact of integrating an online quizzing tool with performance and metacognitive feedback into introductory geoscience courses across different types of institutions (community college, 4-year university & R1 university). Metacognition and self-regulated learning have been widely recognized as crucial for fostering learners' abilities to monitor, regulate and optimize their cognitive processes. Leveraging the potential of technology-enhanced learning environments, we seek to provide students with immediate feedback related to both their performance and the accuracy of their judgments of learning via an online quizzing tool; the Confidence-based Learning Accuracy Support System, or CLASS. We will discuss the differential effects of integrating the use of CLASS in four different introductory geoscience courses across three diverse institutional settings.

Specifically, we will: 1) discuss the features of each course and institution; 2) consider variations in pre/post measures between institutions and across the introduction of CLASS; 3) compare how instructors situated CLASS in their courses and; 4) investigate how students in each learning environment utilized CLASS to support their learning in each course. Findings from this study hold promising implications for both Earth educators and their students, shedding light on the potential benefits of incorporating online quizzing tools and metacognitive feedback into various curricula across diverse institutions. Ultimately, we endeavor to leverage these findings to enhance students' academic outcomes and cultivate the metacognitive skills essential for success in higher education.