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So a lack of time, to a large extent, accounted for students' not using the online materials provided by the teacher.
The second window opened after the lecture and thus the quiz was also available for those students who did not attend the lecture, but studied the particular topic using the online materials (e.g., slides, podcasts etc).
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The students were asked to document the time they spent using the online material.
Yes/No Did you use the online materials?
Nucleotide sequences of recovered transcripts were matched to predicted open reading frames and analyzed using the online NCBI conserved domain search (supplementary material Fig. S1; http://www.ncbi.nlm.nih.gov/Structure/cdd/wrpsb.cgi).nih.gov/Structure/cdd/wrpsb.cgi
However, the approach gives rise to questions such as how might an instructor or instructional designer find out about students' use of the online materials that were created for their benefit?
By considering the access time to the quiz, it was possible to identify students who attended the class, students who used the online course materials, and those who did neither.
Although Groups C and D did make use of the online material during their attachments, the amount of use was disappointing.
They made greater use of the online material and performed better in the end-of-attachment exam.
This does not however explain the lower level of performance by Group B, nor does it explain the low use of the online material in Year 1 by Group B. The cause of these results is unclear.
Although students visit previous material for ranges of reasons, a large number are aware of the spiral curriculum, and use the online environment to build upon previous material.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com