Independent student learning aided by computers: an acceptable alternative to lectures?

Dewhurst, David; Macleod, Hamish; Norris, Tracey A.M.

doi:10.1016/s0360-1315(00)00033-6

Cited by 67 publications

(53 citation statements)

References 3 publications

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“…Four papers had no comparison or control group and did not measure a learning gain (Adamczyk, 2009;Blake, 2003;Dantas, 2008;McAteer, 1996); three evaluated an inappropriate student population (Dunsworth, 2007;McLean, 2005;Corton, 2006); eight had incomplete and/or irretrievable data (Fawver, 1990;Garg, 2002;Stith, 2004;McFarlin, 2008;Kohlmeier, 2003;Goldberg, 2000;Petersson, 2009 andGuy, 1992). Three other papers were also excluded on the basis of being a single-cohort study with no comparison to either a control group or as part of a before-and-after design (Dewhurst, 2000;McNulty, 2000;McNulty, 2004). Three papers were an evaluation of online delivery without a comparison group (Buchowski, 2010;Rawson, 2002;and Kohlmeier, 2000).…”

Section: Excluded Studiesmentioning

confidence: 99%

Are Multimedia Resources Effective in Life Science Education? A Meta-Analysis

Rolfe

Gray

2011

Bioscience Education

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Section: Excluded Studiesmentioning

confidence: 99%

Are Multimedia Resources Effective in Life Science Education? A Meta-Analysis

Rolfe

Gray

2011

Bioscience Education

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“…The flexibility enables students to learn at a time and place of their choice however, this in term of feasibility, whether learning should be entirely webbased is arguably one of the most important factors [37,38]. The major difficulties faced by the e-learning shift are the drive for motivation and culture clash.…”

Section: E-learningmentioning

confidence: 99%

An Empirical Two-Group Study into Electronic Note-Taking

Rashid¹,

Rigas²

2010

TOVRJ

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Abstract:The relationship between students learning traditionally or through virtual worlds using computer-oriented tools is of keen interest. Although, the extent to electronic learning varies in great degrees from entire online environments to partial complimentary tools which differ according to their functions. The focus of this research paper is to discuss the paradigm shift from traditional means of study to computerisation, in particular relating to the area of note-taking. Research into cognitive factors associated with learning and performance including memory have put forward suggestions, which could assist the cumulative learning process. Comparative analysis between a number of note-taking techniques refined the study with the electronic adaptation of the popular Cornell method with the proposed En-AISR platform. Emphasis has been placed on the influence and significance towards the amalgamation of multi-modal features to enhance and stimulate students learning experience. A two-group study measured students learning, performance, and experience between both systems using usability criteria. Outcomes from this experiment suggest a positive influence of a multi-modal note-taking tool as a complimentary learning aid.

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“…Necessarily, studies completed in a UK university prove that the advent of computerised technology has enormously supported the global adoption of self-research learning approaches (Dewhurst et al, 2000). As a result, the use of technology represents one of the fundamental methods by which independent learning can be enhanced (Rubena, 2003).…”

Section: Independent Research and Students' Learningmentioning

confidence: 99%