As we reach the middle of December, the course is approaching its final stages. Since the classes are conducted online, there is a noticeable difference in the speed at which students engage with the on-demand quizzes. To gauge students’ engagement levels, I check data such as the video playback logs, time spent on quizzes, and the number of attempts through the Learning Management System (LMS). Generally, students fall into three categories: those who are diligent and consistent, those who are capable but prefer to work at their own pace, and those with low motivation.
In traditional in-person classes, regardless of students’ motivation, the lessons progress as planned. Even when quizzes are given to assess understanding, the results often depend more on the students’ approach to the task, rather than their actual comprehension of the material. For example, when students are asked to write reflections on the lesson rather than test their understanding directly, the results are often influenced by how efficiently they handle the assignment.
However, in my online course, I can objectively evaluate students’ approach to learning based on logs, providing a clear assessment grounded in facts and data. Of course, students who are naturally efficient still tend to perform well, but by incorporating more problem-solving processes into the quizzes—processes that cannot be solved without watching the lecture videos or reviewing the textbook—I have structured the course so that students must invest time and effort to achieve good test results. As a result, I feel that students have developed a more consistent and diligent attitude toward their work.