Embedding Questions During Online Lecture Capture to Promote Learning and Transfer of Knowledge

作者：Lou Ann Griswold, Catherine E. Overson, Victor A. Benassi · 发表于：American Journal of Occupational Therapy · 年份：2017 · DOI：10.5014/ajot.2017.023374 · 被引用次数：11 · 研究领域：Innovative Teaching and Learning Methods、Innovations in Medical Education、Reflective Practices in Education

We examined the effect of quizzing on students' ability to apply lecture content to clinical examples on an in-class 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.