A web-based tutorial to enhance student learning of activity analysis.
BACKGROUND
This paper describes the impact on learning of a web-based tutorial for the application of activity analysis, with occupational therapy students, at McGill University, Montreal, Quebec. This tutorial offers unique, interactive instructional strategies allowing for self-directed higher cognitive and reflective learning, which has not been possible, to date, in current web-based technology.


METHODS
Through repeated practice, students collaboratively (in dyads) apply concepts of activity analysis, and receive immediate feedback by comparing their answers to a standard.


RESULTS
Comparisons of performance outcomes on summative exams before and after implementation of the tutorial are made, suggesting a decrease in variance scores indicating fewer students are falling below the class average. These results are attributed to opportunities to practice activity analysis and to receive immediate feedback.


CONCLUSIONS
Web-based instruction can impact student learning if the instructional strategies ensure coherence with all other instructional components, match the learning outcomes, facilitate self-directed and collaborative learning, and allow for practice and feedback.
Perlman
Cynthia
C
School of Physical and Occupational Therapy, McGill University, Montreal, Quebec. cynthia.perlman@mcgill.ca
Weston
Cynthia
C
Gisel
Erika
E
D002170:Canada; D003194:Computer-Assisted Instruction; D004521:Educational Measurement; D006801:Humans; D020407:Internet; D009788:Occupational Therapy / Q000193:education*