Web-based instruction and its impact on the learning activity of medical students: a review.
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paper_title: Implementing Web-based instruction in a school of nursing: implications for faculty and students.

paper_content:

The World Wide Web, a rich educational resource that can promote and enhance student learning, is increasingly being used in nursing programs to deliver course content. When implementing Web-based instruction into the curriculum, it is essential to consider carefully the implications for faculty and student development needs so that the technology can be efficiently and effectively used to support student learning. Teaching a Web-based course is a new experience for many faculty and requires a reconceptualization of the faculty role. Faculty issues to consider when implementing Web-based instruction include instructional design concerns, faculty-student interactions, time and technology management skills, and student outcome evaluation. Students, especially those who have a preference for faculty-directed classroom learning, also will find student role challenges in Web-based learning. Time and technology management skills, student-faculty interactions, and becoming more self-directed in their learning are student role development needs. This article describes the strategies used by one school of nursing to meet faculty and student development needs when the RN-BSN completion program was redesigned for Web-based instruction.
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paper_title: A Web-Based Tutorial to Enhance Student Learning of Activity Analysis

paper_content:

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. Scope. Through repeated practice, students collaboratively (in dyads) apply concepts of activity analysis, and receive immediate feedback by comparing their answers to a standard. Methods and 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. Practice Implications. Web-based instruction can impact student learning if the instruc...
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paper_title: Pacific's experience with Web-based instruction: bats in the belfry or Webs in the classroom?

paper_content:

Background: There is a revolution underway in education that involves a shift from the traditional lecture style of information presentation toward a more active style of learning. Many educators now believe that students must actively participate in the learning process for information to be truly understood and retained. Coincident with this revolution, there is an increased understanding that the body of knowledge in most professions has become too large to retain in the brains of individuals. These concepts have opened the door to innovative, computer-based educational techniques. Methods: Pacific University College of Optometry has used a variety of Web-based educational methodologies in selected classes. These have ranged from shifting classes totally to the Web, to using the Web for pre-class preparation. Results: Initial student acceptance of Web-based courses has been good. However, an undesirable trend has emerged-the tendency for students to print out Web-presented material rather than reading from the computer screen. Other concerns with shifting material from lecture to the Web include peer and administrator acceptance of this teaching style and issues associated with evaluation of professors who no longer give stand-up lectures. Conclusions: Changes in educational theory are making their way into the Schools and Colleges of Optometry. These changes will place greater reliance on active learning, reduced student memorization, and increased use of computers as information storage and retrieval devices. This will change the fundamental way which students are educated, and this, in turn, will change the way in which future doctors, patients, and computers interact in clinical settings.
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paper_title: Rethinking University Teaching: A Framework for the Effective Use of Educational Technology

paper_content:

Part 1 What students need from educational technology: teaching as mediating learning what students bring to learning the complexity of coming to know generating a teaching strategy. Part 2 Analyzing teaching methods and media introduction - categories of media forms: audio-visual media hypermedia interactive media adaptive media discursive media. Part 3 The design methodology: designing teaching materials setting up the learning context effective teaching with multi-media methods.
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paper_title: Web tutorials: bibliographic instruction in a new medium.

paper_content:

Libraries are adding electronic resources of all kinds at an increasing pace to provide service to users outside the library and around the world. To meet this new demand, libraries are turning more and more to the use of online tutorials as a valuable means of providing instruction on how to access and use important resources. This article describes the Health Sciences Library and Biocommunications Center's work and experiences while creating tutorials, the ideas used, and ways the work was evaluated.
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paper_title: Lecture versus Web Tutorial for Pharmacy Students' Learning of MDI Technique

paper_content:

OBJECTIVE ::: To compare pharmacy students' acquired knowledge and ability to assess metered-dose inhaler (MDI) technique after a traditional lecture versus a Web-based MDI technique tutorial. ::: ::: ::: METHODS ::: All 42 third-year PharmD students completed a baseline MDI technique knowledge test and were then randomized into 1 of 3 groups. The Web group completed the tutorial on the college dispensing laboratory computers; the lecture group participated in the MDI technique excerpt of the asthma therapeutics lecture; and the control group participated in a 15-minute discussion of participants' hobbies. Afterward, participants in each group completed an identical MDI technique knowledge posttest. Students then observed a standardized mock patient perform MDI technique, documenting steps that were conducted incorrectly. MDI technique knowledge test and MDI technique evaluation test scores were compared between groups using repeated measures ANOVA. ::: ::: ::: RESULTS ::: There was no significant difference in the baseline MDI technique knowledge test scores between groups. The post-MDI technique knowledge test scores for the Web and lecture groups did not differ significantly (p = 0.38), and both were significantly different from the control group (p < 0.001). MDI technique knowledge scores increased significantly for the Web and lecture groups from pre- to post-assessment, but did not change for the control group. A 2-way repeated measures ANOVA analysis demonstrated no significant interaction of subject and group characteristics. The MDI technique evaluation scores for the Web and lecture groups were not significantly different (p = 0.50), and both were significantly different from the control group (p </= 0.001). ::: ::: ::: CONCLUSIONS ::: The Web-based MDI technique tutorial was as effective as the standard lecture format in pharmacy students acquiring knowledge of MDI technique and in evaluating a mock-patient exhibiting incorrect MDI technique. Further testing is required to assess the longitudinal effect of the program.
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paper_title: Web-based vs.Traditional Classroom Instruction in Gerontology: A Pilot Study

paper_content:

Purpose. Numerous studies have documented comparable outcomes from Web-based and traditional classroom instruction. However, there is a paucity of literature comparing these two delivery formats for gerontology courses in dental hygiene curricula. This study examines the effectiveness of alternative methods of course delivery by comparing student profiles and instructional outcomes from a dental hygiene gerontology course offered both on the Web and in a traditional classroom setting. Methods. Questionnaires were sent to both groups of students completing the course. The instrument was designed to establish profiles of the participating students. The data collected included familiarity with Web-based instruction, extent of prior computer training, previous interaction with the elderly, and student evaluations of course effectiveness. Traditional instructional outcomes from evaluated course work were compared, as were post-course exam outcomes that assessed retention of course information six months after course completion. The statistical significance of these data was determined using Statistical Package for Social Scientists software (SPSS, Inc., version 12.0, Chicago, IL). Results. A comparison of student characteristics enrolled in the two course formats revealed marked differences. The Web-based group (n=12) included dental hygiene students (67%) and other health care providers (25%). All participants in the traditional classroom format (n=32) were dental hygiene students. Half of the Web-based respondents were over 25 years of age, and the majority (n=8) had previously taken an online course. The majority of traditional classroom students were 25 years of age or younger (n=21) and had never taken a Web-based course (n=20). Statistically significant differences in instructional outcomes were observed between students enrolled in these two formats. Student retention of course material six months after completion of the course was greater in the Web-based format. Conclusions. Students selecting a Web-based course format demonstrated greater motivation and learning success based on final course grades, completion of assignments, and knowledge retention over time. Age, previous experience with online courses, and selection of teaching mode are factors that may confound course delivery method to influence instructional outcomes in a gerontology course within a dental hygiene curriculum.
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paper_title: A formative evaluation of a web-based tutorial

paper_content:

Lecturers of the Department of Nursing Science of the University of Pretoria (UP) were requested to participate in an informal evaluation of a software program. The software evaluated were developed as a tutorial by the author of this article. The content of the tutorial concerns the current issues of the new education and training dispensation in South Africa, and specifically how to compile unit standards to meet the requirements of the South African Qualifications Authority (SAQA) and the National Qualifications Framework (NQF). The purpose of the evaluation was to assess the quality of the software. Participants were provided with a questionnaire, as well as criteria for the evaluation of software as presented in literature and information on the Web. The feedback has been useful and suggestions made by the participants have been used to improve and add to the product.
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paper_title: Blended learning in medical education: use of an integrated approach with web-based small group modules and didactic instruction for teaching radiologic anatomy.

paper_content:

RATIONALE AND OBJECTIVES ::: To describe the development of and assess student satisfaction with a blended learning method for teaching radiologic anatomy that integrates web-based instruction with small group and didactic teaching. ::: ::: ::: MATERIALS AND METHODS ::: In 2002 the teaching of radiologic anatomy to first-year medical students was changed from group learning (20-30 students with a preceptor and films at a viewbox) to a blended learning model that included a brief didactic introduction followed by small group (7-8 students) web-based structured learning modules with rotating lab instructors. In 2003 the modules were changed to include self-study cases prior to the lab, follow-up cases, and twice-weekly optional review sessions. Students and lab instructors were surveyed for their response to the content and design of the sessions. ::: ::: ::: RESULTS ::: Course surveys in 2001, with a response rate of 84%, showed 58 negative comments regarding inconsistency between various instructors. Individual response rates for 2002 for radiologic anatomy teaching sessions (RadLab) surveys ranged from 56%-81%, dropping as the course progressed. All RadLabs were rated "very useful" or "useful," except the cardiovascular lab, which was not designed as an interactive module. In 2003, after redesign of the cardiovascular lab in the same format as the other labs, all RadLabs were rated 2.4 or better (useful). ::: ::: ::: CONCLUSION ::: An integration of computers with small and large group didactic instruction allow optimal use of faculty, conform to accepted theories of adult learning, and are well-accepted by students.
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paper_title: A Web-Based Model for University Instruction

paper_content:

The Web as a new phenomenon in the information landscape of the university is being used to support course instruction. In most cases, however, the Web is used in support of a traditional model of university instruction and much of the potential of the Web is lost. An innovative model of Web-based university instruction is presented that more fully expresses and uses the power of the Web in opening up the interaction between student and knowledge. The model is a generic 6-point process that involves a new approach to university teaching and learning.
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paper_title: Pacific's experience with Web-based instruction: bats in the belfry or Webs in the classroom?

paper_content:

Background: There is a revolution underway in education that involves a shift from the traditional lecture style of information presentation toward a more active style of learning. Many educators now believe that students must actively participate in the learning process for information to be truly understood and retained. Coincident with this revolution, there is an increased understanding that the body of knowledge in most professions has become too large to retain in the brains of individuals. These concepts have opened the door to innovative, computer-based educational techniques. Methods: Pacific University College of Optometry has used a variety of Web-based educational methodologies in selected classes. These have ranged from shifting classes totally to the Web, to using the Web for pre-class preparation. Results: Initial student acceptance of Web-based courses has been good. However, an undesirable trend has emerged-the tendency for students to print out Web-presented material rather than reading from the computer screen. Other concerns with shifting material from lecture to the Web include peer and administrator acceptance of this teaching style and issues associated with evaluation of professors who no longer give stand-up lectures. Conclusions: Changes in educational theory are making their way into the Schools and Colleges of Optometry. These changes will place greater reliance on active learning, reduced student memorization, and increased use of computers as information storage and retrieval devices. This will change the fundamental way which students are educated, and this, in turn, will change the way in which future doctors, patients, and computers interact in clinical settings.
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paper_title: Importance of Learning-Driven Constructs on Perceived Skill Development When Using Multimedia Instructional Materials

paper_content:

Researchers disagree on the impact of multimedia on perceived skill development. This research investigated whether intervening variables such as task-technology factors might explain the difference in the research findings. An experiment was conducted where thirty-nine students worked on a case study using both paper-based and multimedia-based technologies. An exploratory factor analysis design employing a structural equation model was utilized to analyze the data. The findings from this study suggest a strong indirect relationship between multimedia and perceived skill development with learning-driven constructs (challenging, learning interest, self-reported learning, and learned from others). The study concludes that it is critical to consider these factors in developing multimedia instructional materials.
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paper_title: A Web-Based Tutorial to Enhance Student Learning of Activity Analysis

paper_content:

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. Scope. Through repeated practice, students collaboratively (in dyads) apply concepts of activity analysis, and receive immediate feedback by comparing their answers to a standard. Methods and 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. Practice Implications. Web-based instruction can impact student learning if the instruc...
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Title: Web-based instruction and its impact on the learning activity of medical students: a review

Section 1: INTRODUCTION
Description 1: Introduce the topic of web-based instruction, its development, and relevance in medical education, outlining key challenges and considerations for its implementation.

Section 2: METHODS OF REVIEW
Description 2: Describe the methodology utilized to select and analyze studies related to the implementation and evaluation of web-based tutorials in medical education.

Section 3: From Lecture-Based to Computer-Assisted Teaching and Learning
Description 3: Discuss the historical context and shift from traditional lecture-based education to computer-assisted and web-based teaching and learning methodologies, including key studies and findings.

Section 4: Effectiveness of Web-Based Instruction in Medicine
Description 4: Review studies that compare the effectiveness of web-based instruction to traditional classroom instruction within medical education, highlighting student outcomes, acceptance, and preferences.

Section 5: Implications for Practice: Strengths and Weaknesses
Description 5: Analyze the strengths and weaknesses of web-based instruction in medical education, providing insights from various studies on the impact on student learning, interactivity, and technology-related challenges.

Section 6: CONCLUSIONS
Description 6: Summarize the key findings of the review, emphasizing the overall effectiveness of web-based instruction in medical education and addressing the future considerations and requirements for successful implementation.