Centre de Documentation Campus Montignies
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Lundi : 8h-18h30
Mardi : 8h-17h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h30-12h30 et 13h-14h30
Attention,
Votre centre de documentation sera fermé ce lundi 26 août.
Également, ce mercredi 28 août il sera fermé de 12 à 13h.
Enfin, ce jeudi 29 août il ouvrira à 14h45.
Lundi : 8h-18h30
Mardi : 8h-17h30
Mercredi 9h-16h30
Jeudi : 8h-18h30
Vendredi : 8h30-12h30 et 13h-14h30
Attention,
Votre centre de documentation sera fermé ce lundi 26 août.
Également, ce mercredi 28 août il sera fermé de 12 à 13h.
Enfin, ce jeudi 29 août il ouvrira à 14h45.
Bienvenue sur le catalogue du centre de documentation du campus de Montignies.
Détail de l'auteur
Auteur Victor A. Benassi |
Documents disponibles écrits par cet auteur
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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)
[article]
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
in American Journal of Occupational Therapy > Vol. 71/3 (2017) . - pp.1-7[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 Exemplaires (1)
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