Evaluation of computer‐assisted instruction in histology: Effect of interaction on learning outcome

Abstract

The purpose of this study was to determine better strategies for the design and use of computer-assisted instruction (CAI) in health science subjects that require visual learning. Evaluation of current use of CAI was focused on three CD-based modules developed to teach histological images to beginning medical students at multiple sites. For internal control, students' learning outcomes and perceived effectiveness were analyzed with their demographic characteristics, computer attitude, computer experience, and learning behaviors being considered. Results indicated that students who used at least two different CAI programs scored significantly higher on the final examination than those who used only the CAI tool designed by their site's instructor. Further investigation indicated that students might have benefited from the interactive features of a specific CAI tool. Such scaffolds could have successfully supported encoding processes while students were restructuring their mental models. In addition, students perceived the CAI programs to be more effective when the tools were fully integrated into the curriculum. Perceived module effectiveness was significantly correlated with examination performance, suggesting a well-designed and appropriately used CAI tool may help students achieve not only learning efficiency, but also better learning outcome.

Academic Achievement and Perception of Two Teaching Methods in Histology: Light Microscopy and Digital Systems

“…First, those that incorporate static images, such as slide projections, virtual laboratories on CD-ROM, web pages, and Computer-Assisted Instruction (CAI) where students learn by themselves guided by the program sites (Lei et al, 2005;Michaels et al, 2005;Blake et al, 2003;Bloodwood & Ogilvie, 2006). For years researchers have attempted to compare the effects of medical CAI with traditional media (lectures, laboratory experiences, textbooks), but they are usually difficult to perform properly because variables such as differences in pedagogical techniques, differences in informational content, and the novelty factor have commonly not been controlled adequately (Lei et al).…”

Students’ Expectations of an Online Histology Course: a Qualitative Study

“…The desired feature for instructional interaction ranged from a cue that would draw the attention of the user to key histological structures and providing descriptions to a low-risk testing with instant feedback. Interactive features on an online course were reported to significantly improve students' scores on examination when compared to an e-course without interactive features [15,16]. In a study conducted by Lei et al, students reported that interactive features were essential in their learning experience [16], which quantitatively corresponded to improved exam performance.…”

Use of interactive live digital imaging to enhance histology learning in introductory level anatomy and physiology classes

“…Students also rated the impact of the interactive LDI and the review material in CD format very highly in a formative evaluation conducted after the introduction of this system into the laboratory. This indicates that the majority of the students who highly valued this interactive LDI learning approach truly learned from it (Lei et al, 2005). Initial student resistance that usually accompanies introduction of nontraditional and active learning based methodology (Lunsford and Herzog, 1997) was not seen in response to the LDI system, probably due to its simplicity and the apparent immediate outcome in understanding the subject and the underlying unity of the form and function concept.…”