Abstract
The purpose of this study was to evaluate the impact of proctored versus un-proctored testing on practice time and learning for a self-study, online course in medical terminology. Participants included 120 college students in a pharmacy curriculum. Subjects were randomized to one of three groups utilizing textbook with proctored assessment, online instruction with proctored assessment, or online instruction with un-proctored assessment. A pre-test and post-test was administered to all three groups to evaluate learning. Content page “hits” and practice quiz access was tracked for participants. Learning, as defined by pre/post-test change score, was greatest in the presence of proctored assessment (online and text) (p = 0.027). In addition, use of practice quizzes had a stronger relative correlation with learning (r = 0.401; p<0.001) when compared to content page “hits” (r = 0.257; p = 0.024). Online course content paired with meaningful time-on-task (e.g. practice quizzes) was most effective when paired with proctored assessment.
Highlights
As educators adopt online instructional techniques, one of the challenges they face is assessing learner mastery of online course content
As part of the first year of the pharmacy curriculum, students are required to complete a self-study of medical terminology, which is administered through a Practice Skills Lab
The overarching questions that emerged were to what extent would students benefit from the use of online self-tests and practice quizzes and would un-proctored, online quizzes be as effective as the in-class ones? The objectives of this study were to: (a) Compare the effectiveness of self-directed textbook based learning to self-directed online learning; (b) Identify the relationship between time-on-task, as defined by the use of practice quizzes, and performance on objective measures; and (c) Assess the impact of proctored versus un-proctored testing on practice and learning
Summary
As educators adopt online instructional techniques, one of the challenges they face is assessing learner mastery of online course content. Online course management systems (CMS) can assist by facilitating the three important components of instruction: presentation of information, practice (a proof to oneself), and testing (a proof to a criterion). Course management systems provide a variety of tools to facilitate student practice through the use of discussion groups, chat, self-tests or quizzes. Two keys to effective practice are time-on-task and feedback, which help students master course content and prepare them to demonstrate their competency through testing. As part of the first year of the pharmacy curriculum, students are required to complete a self-study of medical terminology, which is administered through a Practice Skills Lab. As part of a curricular revision of the lab, an online self-study content module with asynchronous delivery and online testing in medical terminology was created. The overarching questions that emerged were to what extent would students benefit from the use of online self-tests and practice quizzes and would un-proctored, online quizzes be as effective as the in-class ones? The objectives of this study were to:
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