Computer-based teaching module design: principles derived from learning theories

Lau, K. H. Vincent

doi:10.1111/medu.12357

Cited by 71 publications

(45 citation statements)

References 32 publications

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“…The vast renewal of information and the interactive content available on the internet have the potential to promote all of these learning process. Because diverse information and opinions are available, it may be important to learn how to selectively connect these data [38]. Internet networking can facilitate the navigation and filtering of these available data.…”

Section: Discussionmentioning

confidence: 99%

The associations between internet use time and school performance among Korean adolescents differ according to the purpose of internet use

Kim

Park

et al. 2017

PLoS ONE

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Although overuse of the internet has been suggested to be related to poor academic performance, the effects of internet use for education on academic performance showed conflict results in previous studies. Accordingly, the associations of school performance with internet use for study and for general purpose were explored in a large population of Korean adolescents. Cross-sectional data from the 2013 Korean Youth Risk Behaviour Web-based Survey (KYRBWS) were retrieved for 59,105 12- to 18-year-old adolescents. The associations between school performance and internet use were analysed using multinomial logistic regression with complex sampling. Days of physical activity, sex, obesity, region of residence, income level, parental education level, stress, sleep time, smoking, alcohol consumption, drug use, and total study time were recorded and adjusted for as confounders. Higher school performance was positively associated with longer internet use for study (adjusted odds ratio, AOR, of 2+ h [95% confidence interval] = 2.43 [2.10–2.82], 2.02 [1.78–2.30], 1.66 [1.46–1.89], and 1.30 [1.15–1.47] for performance groups A, B, C, and D, respectively, P < 0.001) but negatively associated with longer internet use for general purpose (AOR of 3+ h [95% confidence interval] = 0.68 [0.60–0.78], 0.85 [0.76–0.94], 0.83 [0.75–0.92], and 0.98 [0.89–1.08] for performance groups A, B, C, and D, respectively, P < 0.001). Higher school performance significantly positively correlated with internet use for study but negatively correlated with internet use for general purpose. Academic use of the internet could be a means of achieving good school performance.

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Section: Discussionmentioning

confidence: 99%

The associations between internet use time and school performance among Korean adolescents differ according to the purpose of internet use

Kim

Park

et al. 2017

PLoS ONE

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“…To support goal setting, which has been shown to facilitate adult learning (Lau, ), and allow the learners to monitor their own progress, learning objectives were created for each learning resource and formative assessments with instant feedback were developed and positioned throughout each week. Furthermore, to allow for interaction between the individual learners and the lead educator a range of interactive fora were developed.…”

Section: Introductionmentioning

confidence: 99%

The integration of an anatomy massive open online course (MOOC) into a medical anatomy curriculum

Swinnerton

Morris

Hotchkiss

et al. 2016

Anatomical Sciences Ed

105

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Massive open online courses (MOOCs) are designed as stand-alone courses which can be accessed by any learner around the globe with only an internet-enabled electronic device required. Although much research has focused on the enrolment and demographics of MOOCs, their impact on undergraduate campus-based students is still unclear. This article explores the impact of integrating an anatomy MOOC in to the anatomy curriculum of a year 1 medical degree program at the University of Leeds, United Kingdom. The course did not replace any teaching that was already being delivered, and was used to supplement this teaching to support the students' consolidation and revision. Analysis of student feedback indicates a high level of usage, with evidence to suggest that female learners may have approached the course in a more personalized manner. Although the video based resources and quizzes were greatly appreciated as learning tools, significant evidence suggests the students did not engage, or were inclined to engage, with the discussion fora. Furthermore, a significant majority of students did not want the MOOC to replace the existing teaching they received. Given the feedback provided, this research suggests that although the student population believe there to be value in having access to MOOC material, their role as replacements to campus-based teaching is not supported. Details regarding the enrolment and engagement of the general public with the MOOC during the two runs are also documented, with the suggestion that graduates employed in the healthcare sector were the primary users of the course. Anat Sci Educ 10: 53-67. © 2016 American Association of Anatomists.

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“…The predominant learning theories that informed the design of the Mini-GEMs were cognitive load [12] and multimedia design theories. These consider processing of audio, visual and textual information [13] and describe the capacity of working memory to be limited, with learning becoming more difficult if the cognitive load of a task exceeds this limit [14].…”

Section: Theoretical Considerations Informing Designmentioning

confidence: 99%

The development and evaluation of mini-GEMs – short, focused, online e-learning videos in geriatric medicine

Garside

Fisher

Blundell

et al. 2016

Gerontology & Geriatrics Education

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. (2016) The development and evaluation of mini-GEMs: a short, focused, online e-learning videos in geriatric medicine. A note on versions:The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the repository url above for details on accessing the published version and note that access may require a subscription.

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Computer-based teaching module design: principles derived from learning theories

Abstract: This review examined the literature in the application of learning theories to CAL to develop a set of principles that guide CBTM design. Further research will enable educators to take advantage of this unique teaching format as it gains increasing importance in medical education.

Cited by 71 publications

References 32 publications

The associations between internet use time and school performance among Korean adolescents differ according to the purpose of internet use

The associations between internet use time and school performance among Korean adolescents differ according to the purpose of internet use

The integration of an anatomy massive open online course (MOOC) into a medical anatomy curriculum

The development and evaluation of mini-GEMs – short, focused, online e-learning videos in geriatric medicine

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