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

Henly, Debra C.; Reid, Athol E.

doi:10.1111/j.1539-3429.2001.tb00129.x

Cited by 9 publications

(7 citation statements)

References 3 publications

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“…In an earlier study of the use of Web‐based formative assessment by a group of Science students, we showed that high‐performing Science students not only achieved higher scores in formative assessment than poorly performing students, but also used the formative assessment more frequently (2). This finding was supported by a number of studies that confirmed that overall results correlated with website usage (11–14).…”

Section: Resultsmentioning

confidence: 99%

“…We had prior experience with the commercially available package WebCT ® (http://www.webct.com) in a mainstream Biochemistry course (2) and decided to use this experience to develop and deliver the Web‐based learning support and assessment programme for the Food and Energy block. WebCT is one of a number of programmes, including Blackboard, CourseInfo and Topclass, that enable teaching staff to develop web‐based teaching and course management packages.…”

Section: Structure Of the Websitementioning

confidence: 99%

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Use of Web‐based formative assessment to support student learning in a metabolism/nutrition unit

Henly

2003

Eur J Dental Education

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In 2002, an integrated basic science course was introduced into the Bachelor of Dental Sciences programme at the University of Queensland, Australia. Learning activities for the Metabolism and Nutrition unit within this integrated course included lectures, problem-based learning tutorials, computer-based self-directed learning exercises and practicals. To support student learning and assist students to develop the skills necessary to become lifelong learners, an extensive bank of formative assessment questions was set up using the commercially available package, WebCT. Questions included short-answer, multiple-choice and extended matching questions. As significant staff time was involved in setting up the question database, the extent to which students used the formative assessment and their perceptions of its usefulness to their learning were evaluated to determine whether formative assessment should be extended to other units within the course. More than 90% of the class completed formative assessment tasks associated with learning activities scheduled in the first two weeks of the block, but this declined to less than 50% by the fourth and final week of the block. Patterns of usage of the formative assessment were also compared in students who scored in the top 10% for all assessment for the semester with those who scored in the lowest 10%. High-performing students accessed the Web-based formative assessment about twice as often as those who scored in the lowest band. However, marks for the formative assessment tests did not differ significantly between the two groups. In a questionnaire that was administered at the completion of the block, students rated the formative assessment highly, with 80% regarding it as being helpful for their learning. In conclusion, although substantial staff time was required to set up the question database, this appeared to be justified by the positive responses of the students.

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Section: Resultsmentioning

confidence: 99%

Section: Structure Of the Websitementioning

confidence: 99%

Use of Web‐based formative assessment to support student learning in a metabolism/nutrition unit

Henly

2003

Eur J Dental Education

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“…The students of Band 1 academic pattern who were admitted in the medical program with higher academic grades and were exposed to repeated online formative tests with automated feedback showed comparatively higher mean score in the summative test. Henley & Reid (2001) found in their study that brighter highly motivated students accessed online test materials more often than the weaker students and got benefitted by the test [ 13 ]. The more able students could self-regulate their learning process with the help of the online formative test.…”

Section: Discussionmentioning

confidence: 99%

Effect of online formative assessment on summative performance in integrated musculoskeletal system module

Mitra

Barua

2015

BMC Med Educ

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BackgroundThe impact of web-based formative assessment practices on performance of undergraduate medical students in summative assessments is not widely studied. This study was conducted among third-year undergraduate medical students of a designated university in Malaysia to compare the effect, on performance in summative assessment, of repeated computer-based formative assessment with automated feedback with that of single paper-based formative assessment with face-to face feedback.MethodsThis quasi-randomized trial was conducted among two groups of undergraduate medical students who were selected by stratified random technique from a cohort undertaking the Musculoskeletal module. The control group C (n = 102) was subjected to a paper-based formative MCQ test. The experimental group E (n = 65) was provided three online formative MCQ tests with automated feedback. The summative MCQ test scores for both these groups were collected after the completion of the module.ResultsIn this study, no significant difference was observed between the mean summative scores of the two groups. However, Band 1 students from group E with higher entry qualification showed higher mean score in the summative assessment. A trivial, but significant and positive correlation (r2 = +0.328) was observed between the online formative test scores and summative assessment scores of group E. The proportionate increase of performance in group E was found to be almost double than group C.ConclusionThe use of computer based formative test with automated feedback improved the performance of the students with better academic background in the summative assessment. Computer-based formative test can be explored as an optional addition to the curriculum of pre-clinical integrated medical program to improve the performance of the students with higher academic ability.

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“…The teaching of biochemistry has specific features, since it involves an overload of ever‐changing information and implicates an extensive list of terminology, such as names of enzymes and metabolic pathways. It is evident that these specific contents understanding needs a high level of abstract thinking from undergraduates, and has lead to search new teaching techniques, such as problem‐based learning (PBL) [11–13], multimedia power‐point [14], use of web for dialogues [15], computer‐assisted lecture [14, 16], commercially available computer program [17], and lectures who use the “one‐minute paper” (OMP) [18]. Information regarding the modes of teaching/learning that are most favored by students indicated that PBL method was acceptable in motivating to clarify biochemical concepts [19], and that satisfaction among students in the presence of computing and information technology was high [1].…”

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confidence: 99%

Students' preferred teaching techniques for biochemistry in biomedicine and medicine courses

Novelli

Fernandes

2007

Biochem Molecular Bio Educ

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The aim of this study was to investigate the students' preferred teaching techniques, such as traditional blackboard, power-point, or slide-projection, for biochemistry discipline in biomedicine and medicine courses from Sã o Paulo State University, UNESP, Botucatu, Sã o Paulo, Brazil. Preferences for specific topic and teaching techniques were determined from questionnaires on a Liquert scale from 1 to 5 (strongly disagree; disagree; neither agree, nor disagree; agree; strongly agree) distributed at the end of biochemistry discipline to 180 biomedical students (30 students/year) and 540 medical students (90 students/year), during the years [2000][2001][2002][2003][2004][2005]. Despite of the different number of hours applied to the course topics for the two groups of students, the majority of undergraduates from biomedicine and medicine preferred metabolic topics. Although the perception of a medical student is expected to be different than that of a biomedical student, as the aims of the two programs are different, 92.4% of students from each course agreed or strongly agreed with the biochemistry topics, and 92.1% thought highly on this subject. The majority of students, a number of 139 undergraduates from biomedicine and 419 from medicine course, preferred traditional blackboard teaching than slide-projection, or power-point class. In conclusion, it is imperative that the health courses reflect on sophisticated technology and data presentation with high density of information in biochemistry discipline. The traditional classes with blackboard presentation were most favored by students from biomedicine and medicine courses. The use of students' preferred teaching techniques might turn biochemistry more easily understood for biomedical and medical students.

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

Cited by 9 publications

References 3 publications

Use of Web‐based formative assessment to support student learning in a metabolism/nutrition unit

Use of Web‐based formative assessment to support student learning in a metabolism/nutrition unit

Effect of online formative assessment on summative performance in integrated musculoskeletal system module

Students' preferred teaching techniques for biochemistry in biomedicine and medicine courses

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