Use of the web to provide learning support for a large metabolism and nutrition class

Abstract

To support student learning in a large Metabolism and Nutrition class, we have introduced a web-based package, using a commercially available program, WebCT. The package was developed at a minimal cost and with limited resources. In addition to downloadable (PDF) versions of lecture Powerpoint presentations, tutorial outlines and a practical class exercise, web-based selfdirected learning exercises were included to reinforce and extend lecture material in an active learning environment. The web-site also contained a variety of formative and summative assessment tasks that examined both factual recall and higher order thinking. Detailed course information, timetables and a bulletin board were also readily accessible. Student usage of the site was generally high, buL varied widely between individual students. Students who achieved a high overall score for the course completed on average three times as many formative assessment items and achieved a higher score for all tests than students who did poorly. Student feedback about the site was very positive with the majority of students reporting that the course material and assessment items that were available were useful to their learning. Administration of the course was also facilitated. 2001 IUBMB. Published by Elsevier Science Ltd. All rights reserved. KcJ.iivrt/,\ Metabolism: Web-site; Assessment; Flexible delivery 1470-8 I75 01/'$see front matter ~c m 1001 IUBMB. Published by Elsevier Science Ltd. All rights reserved PII: S I 4 7 0 -8 1 7 5 ( 0 1 ) 0 0 0 9 6 -0

WebCT in occupational therapy clinical education: implementing and evaluating a tool for peer learning and interaction

“…In Bloom's taxonomy these skills would be reflected in the stages of comprehension, application, analysis and synthesis. Several researchers, including Armani (2000), Henly and Reid (2001) and Hutchins (2001), reported that technology-based educational methods such as WebCT enhance dialogic learning (access to peers), constructivist learning (building, collaborating) and distributed learning (access to expertise). By engaging the learner in the learner activity, there is increased integration and improved learning (Driscoll, 2000).…”

The effectiveness of computer-based teaching packages in supporting student learning of parasitology

“…In their expressed desire to have the subject taught by people rather than computers and maintain formal contact time with their lecturers, these students are similar to others studying different subjects such as physiotherapy (Dewhurst et al, 2000) and medicine (Vogel and Wood, 2002) in the UK and in other parts of the world (e.g. Koner et al, (2001) reporting on students in Nepal, and Henly and Reid, (2001) whose study was in Australia).…”

The value of computer based formative assessment in undergraduate biological science teaching

“…Previous work (e.g. Thelwall, 2000;Henly and Reid, 2001;Steele et al, 2002) suggests that students can find computer-based self-assessment quizzes extremely helpful in monitoring their individual progress through a taught course and providing focus for their private study.…”

“…Steven and Hesketh, 1999;Thelwall, 2000;Pinckney, et al, 2001), however, the improvement in marks for the whole group appears to be small (e.g. Henly and Reid, 2001;Pinckney et al, 2001). For example, Henly and Reid (2001) introduced a CAL package, which included formative assessment tests, to support learning in a second…”

“…Henly and Reid, 2001;Pinckney et al, 2001). For example, Henly and Reid (2001) introduced a CAL package, which included formative assessment tests, to support learning in a second…”