Lou Ann Griswold, Catherine E. Overson, Victor A. Benassi; Embedding Questions During Online Lecture Capture to Promote Learning and Transfer of Knowledge. Am J Occup Ther 2017;71(3):7103230010p1-7103230010p7. doi: 10.5014/ajot.2017.023374.
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© 2017 American Occupational Therapy Association
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.
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