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Hindi Geoinformatics & Geostatistics: An OverviewISSN: 2327-4581
Jeremy Dunning Author
Subjects of specialization
Affiliation
Teaching of Mathematics and Science
Department of Geological Sciences, Indiana University, 1001 East 10th Street, Bloomington, IN 47405-1405, USA
Biography
Jeremy Dunning completed his B.A.,in 1973,from Colgate University M.S., 1975, Rutgers University Ph.D., 1978, University of North Carolina Dr. Dunning is an editor of the Journal of Continuing Education. Jeremy Dunning is a representative and former chairman of USRA (NASA), and serves as a consultant to numerous government agencies, universities, and ministries of education around the world on technology-mediated education.
Publications
Editorial Open Access
Tracking Student Pathways to Competency in Online Geoscience Learning
Author(s): Jeremy Dunning
Tracking Student Pathways to Competency in Online Geoscience Learning
Currently, more than 100,000 college students take introductory geology courses in online or blended learning formats. For the most part, these courses utilize a “competency-based” assessment rubric. Many geology professors contend that tracking students’ knowledge of subject material via competency-based testing may not be well suited to the geological sciences. One concern is that students can “guess” their way through exercises and produce the “appearance” of competency without actually gaining sufficient knowledge of the material.
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