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The resulting data enables faculty to respond in time to learning-process issues, supports students’ metacognitive development and academic responsibility, and helps instructors adapt course content, pedagogy, and assessment based on cohort cognition profiles. 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The pre-exam is conducted before implementing the approach, and the post-exam measures performance after implementation to verify grade improvements on major examinations.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},306874,1790663324,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":20,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":47},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Paper ID \\#8645  \nGoogle Forms: AReal-Time Formative Feedback Process for Adaptive Learning  \nDr. Rami Jubrail Haddad, Georgia Southern University  \nRami J. Haddad is currently an Assistant Professor in the Department of Electrical Engineering at Georgia Southern University. He received the B.S. in Telecommunication and Electronics Engineering from the Applied Sciences University, Amman, Jordan, in 2004 . He received his M.S. in Electrical and Computer Engineering from the University of Minnesota, Duluth, MN, in 2006. He received his [Ph.D. degree](Ph.D. degree)[ ](Ph.D. degree)from the University of Akron, Akron, OH, in 2011 . His research focuses on various aspects of optical fiber communication/networks, broadband networks, multimedia communications, multimedia bandwidth forecasting and engineering education.  \nDr. Youakim Kalaani, Georgia Southern University  \nDr. Youakim Kalaani graduated from Cleveland State University with MS and Doctoral degrees in Electrical Engineering with a concentration in power systems. He joined Georgia Southern University on August 2006 and is now an Associate Professor in the newly established Electrical Engineering Department atthe College of Engineering and Information Technology. Dr. Kalaani has served as the Interim EE Chair and taught engineering courses at the undergraduate and garduate levels. He is a registered Professional Engineer and ABET Program Evaluator.  \n􀀍c American Society for Engineering Education, 2014  \nPage 24.649.1  \nGoogle Forms: A Real-Time Formative Feedback Process for  \nAdaptive Learning  \nAbstract  \nIn this paper, we describe our approach on how to achieve an adaptive learner-centric environment by using an unconventional student feedback process that utilizes Google Forms to periodically collect information about the course instruction. Students were asked to provide their input regarding lectures' clarity and content; the use of visual aids; time management; problem solving, instruction delivery; and student engagement in the classroom. Data collected from these anonymous surveys provided real-time formative feedback that helped faculty to react just in time to address issues related to student learning process. In addition to providing continuous feedback, this process has also shown to help students develop their metacognitive knowledge and therefore become more responsible towards their academic success. It also helped the instructor to understand the cognition profile of the student cohort to ultimately adapt the course content, pedagogy, and assessment to achieve an optimal learner-centric environment. The effectiveness of this approach was verified by assessing the students’ performance in pre and post exams. The pre exam was conducted to assess the students' performance without the implementation of this approach while the post exam was conducted to assess the same students'performance after this approach was implemented. Assessment results revealed that the students subject to this study were able to improve their grades and score higher on a major exam than they previously did without the additional benefit of the periodical feedback. Instructional methods developed and incorporated into the course lectures for continuous improvement are also presented in this paper.  \nIntroduction  \nIn today’s high emphasis on student achievements and success, engineering faculty have to constantly strive to create an effective learner-centric environment in their classrooms. To achieve this goal, faculty will not only have to attain excellence in teaching but also to establish a 2-way communication venue to adjust in time to any issues impeding the student learning process. Currently, the most common form of feedback that faculty receive in our institutions is the student course evaluation survey. However, these summative feedback surveys are usually conducted at the end of the semester, therefore have little if any useful impact on improving students' performance. Facul","cbCaimjGtQ4yUUd2","https://ap.wps.com/l/cbCaimjGtQ4yUUd2","pdf",737262,"English","# Abstract\n# Introduction","[{\"question\":\"How does the paper use Google Forms in the learning process?\",\"answer\":\"Students complete periodic, anonymous surveys through Google Forms about multiple aspects of the course, including lecture clarity, visual aids, time management, and engagement. Faculty then use the collected data as real-time formative feedback to address learning issues promptly.\"},{\"question\":\"What makes the feedback process “formative” rather than “summative”?\",\"answer\":\"The approach provides continuous, real-time formative feedback during the course, unlike summative evaluations typically performed at the end of the semester. This enables timely adjustments to instruction methodology and learning activities.\"},{\"question\":\"How is the effectiveness of the approach evaluated?\",\"answer\":\"The paper compares students’ performance using pre- and post-exams. The pre-exam is conducted before implementing the approach, and the post-exam measures performance after implementation to verify grade improvements on major examinations.\"}]","Google Forms - A Real-Time Formative Feedback Process for Adaptive Learning | PDF",1789842121]