Computer assisted learning. A Review

Schittek, Martin; Mattheos, Nikos; Lyon, Harold C.; Attström, Rolf

doi:10.1034/j.1600-0579.2001.050301.x

Cited by 119 publications

(102 citation statements)

References 36 publications

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“…Reviews by Grigg et al 1 and Schittek et al 12 al. 13 showed students objectively performed better with CAL than lectures.…”

Section: Staff Attitudes To Ecoursementioning

confidence: 99%

“…However, the present consensus is that CAL should be used to supplement rather than replace traditional teaching, as e-learning is not suited to all students. 12,14 Many studies fail to take into account that there are different types of CAL available, eg some are interactive, some are problem-based and others just display text and images like a textbook.…”

Section: Staff Attitudes To Ecoursementioning

confidence: 99%

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The attitudes of undergraduate students and staff to the use of electronic learning

2004

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Background: Computer-aided learning (CAL) offers advantages over traditional methods of learning as it allows students to work in their own time and pace. The School of Dentistry at the University of Birmingham has created an electronic learning website, named the Ecourse. This is designed to be a web-based supplement to the dental undergraduate curriculum. Aim: The aim of this study was to determine the attitudes of third year dental students and members of staff about the Ecourse website. Method: A questionnaire was produced and piloted before being distributed to all 65 third year dental students to obtain their opinions about the Ecourse website. The views of Ecourse were sought from four members of staff by performing qualitative, semi-structured interviews. Results: Lecture handouts and textbooks were reported as the sources used most often, by 96% of students. Eighty-six per cent of students are accessing the Ecourse mainly at the School of Dentistry, but 53% are also accessing it at home. Students liked the multiple-choice questions, downloading extra notes and looking at pictures and animation to explain clinical procedures. The majority of the students (79%) want the Ecourse to be used as a supplement to the undergraduate programme and 7% wanted it to replace formal lectures. Staff recognised the benefits of the Ecourse but were concerned about plagiarism, the effect on lecture attendance and the lack of feedback from students on existing CAL material. Conclusion: Students consider the Ecourse as a positive method of supplementing traditional methods of learning in the dental undergraduate programme. However in contrast teaching staff expressed negative views on the use of e-learning.

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“…Reviews by Grigg et al 1 and Schittek et al 12 al. 13 showed students objectively performed better with CAL than lectures.…”

Section: Staff Attitudes To Ecoursementioning

confidence: 99%

Section: Staff Attitudes To Ecoursementioning

confidence: 99%

The attitudes of undergraduate students and staff to the use of electronic learning

2004

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“…The following is a general classification, as it appears in the existing literature (6,7) and was discussed in the last Global Conference (8,9).…”

Section: Specific Educational Applicationsmentioning

confidence: 99%

“…Existing research points out that e-learning applications can be at least as effective as conventional instruction alternatives (6,13). Furthermore, there are specific learning scenarios where e-learning applications are reported to present specific advantages (7).…”

Section: Learning Effectivenessmentioning

confidence: 99%

Potential of information technology in dental education

Mattheos

Stefanović

Apse

et al. 2008

Eur J Dental Education

107

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The use of information technology (IT) in dentistry is far ranging. In order to produce a working document for the dental educator, this paper focuses on those methods where IT can assist in the education and competence development of dental students and dentists (e.g. e‐learning, distance learning, simulations and computer‐based assessment). Web pages and other information‐gathering devices have become an essential part of our daily life, as they provide extensive information on all aspects of our society. This is mirrored in dental education where there are many different tools available, as listed in this report. IT offers added value to traditional teaching methods and examples are provided. In spite of the continuing debate on the learning effectiveness of e‐learning applications, students request such approaches as an adjunct to the traditional delivery of learning materials. Faculty require support to enable them to effectively use the technology to the benefit of their students. This support should be provided by the institution and it is suggested that, where possible, institutions should appoint an e‐learning champion with good interpersonal skills to support and encourage faculty change. From a global prospective, all students and faculty should have access to e‐learning tools. This report encourages open access to e‐learning material, platforms and programs. The quality of such learning materials must have well defined learning objectives and involve peer review to ensure content validity, accuracy, currency, the use of evidence‐based data and the use of best practices. To ensure that the developers’ intellectual rights are protected, the original content needs to be secure from unauthorized changes. Strategies and recommendations on how to improve the quality of e‐learning are outlined. In the area of assessment, traditional examination schemes can be enriched by IT, whilst the Internet can provide many innovative approaches. Future trends in IT will evolve around improved uptake and access facilitated by the technology (hardware and software). The use of Web 2.0 shows considerable promise and this may have implications on a global level. For example, the one‐laptop‐per‐child project is the best example of what Web 2.0 can do: minimal use of hardware to maximize use of the Internet structure. In essence, simple technology can overcome many of the barriers to learning. IT will always remain exciting, as it is always changing and the users, whether dental students, educators or patients are like chameleons adapting to the ever‐changing landscape.

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“…2 Appropriate ICT tools (such as email, online databases, internet and computer-assisted learning) may be utilised by staff, not only for personal and professional development, but also for the benefit of patients. 3 There is a national agenda for the development of ICT within health care 4 and firm warnings have been issued about the dangers of 'being left behind'. 5 …”

Section: Introductionmentioning

confidence: 99%