Facilitating deep student learning with online quizzes despite an increased class size in a master of dietetics studies program

Research output: Contribution to journalArticleResearchpeer-review

2 Citations (Scopus)

Abstract

The University of Queensland, Australia, commenced an innovative Master of Dietetics Studies Program in 2009, using adult learning principles to foster critical thinking. Medical Nutrition Therapy courses consist of 3-hour case study workshops and assigned readings. Two educational interventions, online quizzes and a discussion board, were trialed to enhance supervisor and peer communication and feedback. Student survey, case study assignment, and the examination results were used to compare deep student learning in the same cohort of dietetic students pre- and postintervention and with previous dietetic student cohorts. Data revealed that the online quizzes encouraged completion of assigned readings that helped students work through the case studies, facilitating deep learning. Students wished to continue the online assessment (mean = 4.7 of 5). The discussion board was not well used because students felt that weekly communication with staff and other students was sufficient. Refinements will expand the online question pool and investigate the use of a less-structured communication forum.

Original languageEnglish
Pages (from-to)150-157
Number of pages8
JournalTopics in Clinical Nutrition
Volume29
Issue number2
DOIs
Publication statusPublished - 2014

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Dietetics
Learning
Students
Communication
Reading
Nutrition Therapy
Queensland
Education

Cite this

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abstract = "The University of Queensland, Australia, commenced an innovative Master of Dietetics Studies Program in 2009, using adult learning principles to foster critical thinking. Medical Nutrition Therapy courses consist of 3-hour case study workshops and assigned readings. Two educational interventions, online quizzes and a discussion board, were trialed to enhance supervisor and peer communication and feedback. Student survey, case study assignment, and the examination results were used to compare deep student learning in the same cohort of dietetic students pre- and postintervention and with previous dietetic student cohorts. Data revealed that the online quizzes encouraged completion of assigned readings that helped students work through the case studies, facilitating deep learning. Students wished to continue the online assessment (mean = 4.7 of 5). The discussion board was not well used because students felt that weekly communication with staff and other students was sufficient. Refinements will expand the online question pool and investigate the use of a less-structured communication forum.",
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Facilitating deep student learning with online quizzes despite an increased class size in a master of dietetics studies program. / Isenring, Elisabeth.

In: Topics in Clinical Nutrition, Vol. 29, No. 2, 2014, p. 150-157.

Research output: Contribution to journalArticleResearchpeer-review

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