Purpose: Basic research about test-enhanced learning points towards its effectiveness to improve students' learning and is still underutilized in educational practice. Therefore, we developed an evidence-based instructional design to investigate the usefulness of test-enhanced learning within a flipped/inverted classroom approach. Materials and Methods: We developed two modes of learning material for the self-study phase of a flipped classroom for 139 students: in addition to educational films, one group of students received a reader and another group received multiple-choice questions that corresponded to the reader in content and length. An assessment of the content of the learning material was conducted at the subsequent on-site phase. Also, ratings about students' perceptions of the additional learning material were gathered. Results: At the assessment, students that prepared with films and multiple-choice questions outperformed students that prepared with films and the reader. Furthermore, students perceived the multiple-choice questions as more helpful, more motivating and felt better prepared for the assessment than students that used the reader. Conclusions: This study shows that test-enhanced learning can be utilized to promote students' learning within the self-study phase of a flipped classroom. Not only assessment scores are positively affected but also the motivation to learn and preparedness towards an assessment.
Purpose: Basic research about test-enhanced learning points towards its effectiveness to improve students' learning and is still underutilized in educational practice. Therefore, we developed an evidence-based instructional design to investigate the usefulness of test-enhanced learning within a flipped/inverted classroom approach. Materials and Methods: We developed two modes of learning material for the self-study phase of a flipped classroom for 139 students: in addition to educational films, one group of students received a reader and another group received multiple-choice questions that corresponded to the reader in content and length. An assessment of the content of the learning material was conducted at the subsequent on-site phase. Also, ratings about students' perceptions of the additional learning material were gathered. Results: At the assessment, students that prepared with films and multiple-choice questions outperformed students that prepared with films and the reader. Furthermore, students perceived the multiple-choice questions as more helpful, more motivating and felt better prepared for the assessment than students that used the reader. Conclusions: This study shows that test-enhanced learning can be utilized to promote students' learning within the self-study phase of a flipped classroom. Not only assessment scores are positively affected but also the motivation to learn and preparedness towards an assessment.
Authors: Achim Schneider; David Alexander Christian Messerer; Veronika Kühn; Astrid Horneffer; Till Johannes Bugaj; Christoph Nikendei; Michael Kühl; Susanne Julia Kühl Journal: BMJ Open Date: 2022-05-26 Impact factor: 3.006