Does Optional Online Quizzing Improve Student Satisfaction and Preparedness in an Undergraduate Elective Advanced Human Anatomy Course?

Abstract

Many methods of online quizzing have been used in the past to assess understanding, improve accessibility, and help improve student success, however it does require additional time and preparation on the part of the student, compared to completing only midterm and final exams. We have previously shown that completing online quizzes throughout the semester improves student success on course exams, however we have only anecdotal feedback about the student experience. The present study will examine student satisfaction in two offerings of an upper‐level elective advanced regional human anatomy course. In both offerings, students completed two online quizzes, each worth 10% of the final grade, and based on material from both lecture and online “dissection” labs (using human anatomy software). In one course, it was mandatory to complete both quizzes, however in the other course the quizzes were optional (with the option of moving the 10% to the midterm and final exam respectively for the two quizzes).Data will be presented from a student satisfaction survey with Likert‐style questions, through which we will assess student satisfaction with the usefulness and accessibility of the online quizzes to help guide future course design. Data will be compared between the two courses, as well as between the students in the optional course who chose not to complete quizzes, and those who do. We hypothesize that students will feel better prepared for midterm and final exams if they completed the quizzes, and that they will prefer the flexibility and accessibility of the optional quizzes, compared to the non‐optional quizzes.Support or Funding InformationYork University Faculty of Health Dean's Catalyst eLearning GrantThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.