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

Academic Article


  • 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.
  • Authors

  • Griswold, Lou Ann
  • Overson, Catherine E
  • Benassi, Victor A
  • Status

    Publication Date

  • 2017
  • Has Subject Area

    Digital Object Identifier (doi)

    Pubmed Id

  • 28422637
  • Start Page

  • 7103230010p1
  • End Page

  • 7103230010p7
  • Volume

  • 71
  • Issue

  • 3