Glori Hinck, RD, MS, DCAssistant Professor

Northwestern Health Sciences UniversityBloomington, MN USA

Access of Online Content Compared to Performance on a Related Examination Question

Simply placing content online doesn’t guarantee learning

Students must access and synthesize information in order for learning to occur

Learning Management System offers a unique opportunity to determine if a student at least “opens the book”

DeNeui, DL & Dodge, TL. Asynchronous learning networks and student outcomes: The utility of online learning components in hybrid courses Journal of Instructional Psychology 2006; 33(4): 256-259.

Heffner, M and Cohen, SH. Evaluating student use of Web-based course material. Journal of Instructional Psychology 2005; 32(1): 74-81.

Wang, AY and Newlin, MH. (2000) Characteristics of students who enroll and succeed in psychology Web-based classes. Journal of Educational Psychology 2000. 92(1): 137-143.

No studies were found that evaluated access to a specific content area presented in an

LMS and related this access to performance on a specific

learning outcome.

“Within the online hybrid format, does student accessing of available online materials affect

learning?”

Maigne, R. Thoracolumbar Junction Syndrome, a source of diagnostic errors [http://www.maitrise-orthop.com/corpusmaitri/orthopaedic/mo70_maigne_thoracolumbar/index.shtml]

Discuss Maigne's Syndrome. What is it? Where does the pain manifest? How is Maignes syndrome identified in the physical examination? How is it treated? (4)

n = 113 studentVariables

Essay question score out of 4 points Number of learning objects accessed

out of 3 possible▪ Narrated PowerPoint presentation▪ PDF document of PowerPoint

presentation▪ Journal Article

Chi-square Analysis

In order to learning to occur in an online course, student must access the content

Access does not guarantee performance

This research did not indicate if one particular learning object was more beneficial than the others

Timing of access was not evaluated

The evidence supports our hypothesis that

when students access the required online

content learning occurs

How can we convince/cajole/encourage

access ?