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[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 |
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