Embedding Questions During Online Lecture Capture to Promote Learning and Transfer of Knowledge. / Lou Ann Griswold in American Journal of Occupational Therapy, Vol. 71/3 (2017)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 71/3 (2017) . - pp.1-7 Titre : Embedding Questions During Online Lecture Capture to Promote Learning and Transfer of Knowledge. Type de document : texte imprimé Auteurs : Lou Ann Griswold, Auteur ; Catherine E. Overson, Auteur ; Victor A. Benassi, Auteur Année de publication : 2017 Article en page(s) : pp.1-7 Langues : Américain (ame) Mots-clés : Ergothérapie  éducation  formation Résumé : We examined the effect of quizzing on students' ability to apply lecture content to clinical examples on an inclass exam. Fifty-six occupational therapy students in a graduate-level course completed three online modules that included lectures, slide presentations, demonstrations, and video clips. Throughout each module, students were given "Learning Moments," in which they were asked a question (Question condition); were asked to read a statement confirming the content presented (Study condition); or were not asked to do anything (Not Asked condition). The Question condition resulted in better exam performance than the combined Study and Not Asked conditions (p < .01), whereas performance on Study and Not Asked questions did not differ (p = .67). Students performed better on material on which they had been previously quizzed (i.e., testing effect). Quizzing may be a good strategy to prepare students for clinical practice. Permalink : ./index.php?lvl=notice_display&id=49289 [article] Embedding Questions During Online Lecture Capture to Promote Learning and Transfer of Knowledge. [texte imprimé] / Lou Ann Griswold, Auteur ; Catherine E. Overson, Auteur ; Victor A. Benassi, Auteur . - 2017 . - pp.1-7. Langues : Américain (ame) in American Journal of Occupational Therapy > Vol. 71/3 (2017) . - pp.1-7 Mots-clés : Ergothérapie  éducation  formation Résumé : We examined the effect of quizzing on students' ability to apply lecture content to clinical examples on an inclass exam. Fifty-six occupational therapy students in a graduate-level course completed three online modules that included lectures, slide presentations, demonstrations, and video clips. Throughout each module, students were given "Learning Moments," in which they were asked a question (Question condition); were asked to read a statement confirming the content presented (Study condition); or were not asked to do anything (Not Asked condition). The Question condition resulted in better exam performance than the combined Study and Not Asked conditions (p < .01), whereas performance on Study and Not Asked questions did not differ (p = .67). Students performed better on material on which they had been previously quizzed (i.e., testing effect). Quizzing may be a good strategy to prepare students for clinical practice. Permalink : ./index.php?lvl=notice_display&id=49289

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