Creating an e-learning module from learning objects using a commentary or ‘personal learning assistant’

Harden, Ronald M.; Gessner, Ira H.; Gunn, M. Agnella; Issenberg, S. Barry; Pringle, Steven D.; Stewart, Anissa R.

doi:10.3109/0142159x.2011.557104

Cited by 22 publications

(13 citation statements)

References 6 publications

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“…In particular, the findings suggest that targeted e-learning modules which embed case-based examples within an overarching conceptual framework are much more effective than generic online cases and online texts. Indeed, our results highlight the notion that in the sphere of e-learning, not all formats are equal in value [24]. …”

Section: Discussionsupporting

confidence: 65%

Impact on learning of an e-learning module on leukaemia: a randomised controlled trial

et al. 2012

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Backgrounde-learning resources may be beneficial for complex or conceptually difficult topics. Leukaemia is one such topic, yet there are no reports on the efficacy of e-learning for leukaemia. This study compared the learning impact on senior medical students of a purpose-built e-learning module on leukaemia, compared with existing online resources.MethodsA randomised controlled trial was performed utilising volunteer senior medical students. Participants were randomly allocated to Study and Control groups. Following a pre-test on leukaemia administered to both groups, the Study group was provided with access to the new e-learning module, while the Control group was directed to existing online resources. A post-test and an evaluation questionnaire were administered to both groups at the end of the trial period.ResultsStudy and Control groups were equivalent in gender distribution, mean academic ability, pre-test performance and time studying leukaemia during the trial. The Study group performed significantly better than the Control group in the post-test, in which the group to which the students had been allocated was the only significant predictor of performance. The Study group’s evaluation of the module was overwhelmingly positive.ConclusionsA targeted e-learning module on leukaemia had a significant effect on learning in this cohort, compared with existing online resources. We believe that the interactivity, dialogic feedback and integration with the curriculum offered by the e-learning module contributed to its impact. This has implications for e-learning design in medicine and other disciplines.

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Section: Discussionsupporting

confidence: 65%

Impact on learning of an e-learning module on leukaemia: a randomised controlled trial

et al. 2012

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“…The way in which content can be organized to optimize learning has been extensively studied [ 26 , 52 , 54 , 72 - 74 ]. This study demonstrates how LOs can be of value for both study and self-assessment when combined with OEQs.…”

Section: Discussionmentioning

confidence: 99%

Characterization of medical students recall of factual knowledge using learning objects and repeated testing in a novel e-learning system

et al. 2015

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BackgroundSpaced-repetition and test-enhanced learning are two methodologies that boost knowledge retention. ALERT STUDENT is a platform that allows creation and distribution of Learning Objects named flashcards, and provides insight into student judgments-of-learning through a metric called ‘recall accuracy‘. This study aims to understand how the spaced-repetition and test-enhanced learning features provided by the platform affect recall accuracy, and to characterize the effect that students, flashcards and repetitions exert on this measurement.MethodsThree spaced laboratory sessions (s0, s1 and s2), were conducted with n=96 medical students. The intervention employed a study task, and a quiz task that consisted in mentally answering open-ended questions about each flashcard and grading recall accuracy. Students were randomized into study-quiz and quiz groups. On s0 both groups performed the quiz task. On s1 and s2, the study-quiz group performed the study task followed by the quiz task, whereas the quiz group only performed the quiz task. We measured differences in recall accuracy between groups/sessions, its variance components, and the G-coefficients for the flashcard component.ResultsAt s0 there were no differences in recall accuracy between groups. The experiment group achieved a significant increase in recall accuracy that was superior to the quiz group in s1 and s2. In the study-quiz group, increases in recall accuracy were mainly due to the session, followed by flashcard factors and student factors. In the quiz group, increases in recall accuracy were mainly accounted by flashcard factors, followed by student and session factors. The flashcard G-coefficient indicated an agreement on recall accuracy of 91% in the quiz group, and of 47% in the study-quiz group.ConclusionsRecall accuracy is an easily collectible measurement that increases the educational value of Learning Objects and open-ended questions. This metric seems to vary in a way consistent with knowledge retention, but further investigation is necessary to ascertain the nature of such relationship. Recall accuracy has educational implications to students and educators, and may contribute to deliver tailored learning experiences, assess the effectiveness of instruction, and facilitate research comparing blended-learning interventions.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-014-0275-0) contains supplementary material, which is available to authorized users.

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“…This aspect maybe is related to a criticism sometimes made of e-learning. Often e-learning is perceived as remote and impersonal [33]. However, learning has been identified being a social process.…”

Section: Discussionmentioning

confidence: 99%

Acceptance of technology-enhanced learning for a theoretical radiological science course: a randomized controlled trial

et al. 2012

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Background Technology-enhanced learning (TEL) gives a view to improved education. However, there is a need to clarify how TEL can be used effectively. The study compared students' attitudes and opinions towards a traditional face-to-face course on theoretical radiological science and a TEL course where students could combine face-to-face lectures and e-learning modules at their best convenience. Methods 42 third-year dental students were randomly assigned to the traditional face-to-face group and the TEL group. Both groups completed questionnaires before the beginning and after completion of the course on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning. After completion of the course both groups also filled in the validated German-language TRIL (Trierer Inventar zur Lehrevaluation) questionnaire for the evaluation of courses given at universities. Results Both groups had a positive attitude towards e-learning that did not change over time. The TEL group attended significantly less face-to-face lectures than the traditional group. However, both groups stated that face-to-face lectures were the basis for education in a theoretical radiological science course. The members of the TEL group rated e-mail reminders significantly more important when they filled in the questionnaire on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning for the second time after completion of the course. The members of the technology-enhanced learning group were significantly less confident in passing the exam compared to the members of the traditional group. However, examination results did not differ significantly for traditional and the TEL group. Conclusions It seems that technology-enhanced learning in a theoretical radiological science course has the potential to reduce the need for face-to-face lectures. At the same time examination results are not impaired. However, technology-enhanced learning cannot completely replace traditional face-to-face lectures, because students indicate that they consider traditional teaching as the basis of their education.

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Creating an e-learning module from learning objects using a commentary or ‘personal learning assistant’

Cited by 22 publications

References 6 publications

Impact on learning of an e-learning module on leukaemia: a randomised controlled trial

Impact on learning of an e-learning module on leukaemia: a randomised controlled trial

Characterization of medical students recall of factual knowledge using learning objects and repeated testing in a novel e-learning system

Acceptance of technology-enhanced learning for a theoretical radiological science course: a randomized controlled trial

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