Optometry and WebCT: a student survey of the value of web‐based learning environments in optometric education

Herse, Peter; Lee, Alvin

doi:10.1111/j.1444-0938.2005.tb06663.x

Cited by 24 publications

(16 citation statements)

References 20 publications

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“…To our knowledge, this is the first study to systematically investigate student interaction with a virtual, online optometric learning environment and the effect of the short‐term use of a simulator upon clinical outcomes in a cohort of optometric students. Over a decade ago, during the infancy of the internet, 73 per cent of undergraduate optometry students at an Australian university rated web‐based learning resources as ‘very useful’ compared to 88 per cent for lecture notes, 77 per cent for clinical/laboratory sessions and 74 per cent for lecture handouts . There have been no further reports of the uptake or efficacy of online learning or simulation activities in schools of optometry throughout Australia in recent years.…”

Section: Discussionmentioning

confidence: 99%

“…In the field of optometry and ophthalmology, a number of simulation activities have been developed with an aim to improve student clinical skills or for use in student assessment (for example, objective structured clinical examinations). Previous authors have described a variety of simulation approaches, including computerised modules or web‐based applications, role play, standardised patients (that is, patient actors) and case‐based or problem‐oriented learning, all designed to promote decision making, simulate specific clinical scenarios and encourage independent learning. More recently, a number of simulation tools have been developed as teaching aids (and assessment tools) for direct and indirect (stereoscopic) ophthalmoscopy .…”

mentioning

confidence: 99%

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The influence of a novel simulated learning environment upon student clinical subjective refraction performance: A pilot study

Woodman-Pieterse

Souza

Vincent

2016

Clinical and Experimental Optometry

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

The influence of a novel simulated learning environment upon student clinical subjective refraction performance: A pilot study

Woodman-Pieterse

Souza

Vincent

2016

Clinical and Experimental Optometry

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“…ICTs are increasingly playing a central role in blended learning and e-learning approaches which can be integrated into optometry education to make it suitable for learners from different backgrounds and to increase the attractiveness of the optometry programs. Several schools of optometry now incorporate a large aspect of online learning in addition to conventional classroom lecturing [20]. While basic ICT tools and associated e-learning have applications in physics, basic biology, physiology, ocular pathology and anatomy oriented units; bioinformatics and health informatics tools are more relevant to therapeutics and clinical optometry units and in the research projects.…”

Section: Prospects In Various Stages Of Optometry Educationmentioning

confidence: 99%

“…It also encompasses all electronic media for presentation, communication and circulation of learning material which can be used as an add-on to enhance conventional classroom teaching experiences or as blended learning. Another aspect is that greater emphasis on ICT technologies is more economical in the longer run as it enables institutions to divert resources to other aspects of optometry education such as more clinical and research oriented learning [20,21,22]. Greater use of ICT for online learning activities helps students and teachers to engage, independent of place and time, for better educational prospects.…”

Section: Introductionmentioning

confidence: 99%

Using Technology, Bioinformatics and Health Informatics Approaches to Improve Learning Experiences in Optometry Education, Research and Practice

Gupta

2016

Healthcare

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Rapid advances in ocular diagnostic approaches and emerging links of pathological changes in the eye with systemic disorders have widened the scope of optometry as the front line of eye health care. Expanding professional requirements stipulate that optometry students get a meticulous training in relevant information and communication technologies (ICT) and various bioinformatics and health informatics software to meet current and future challenges. Greater incorporation of ICT approaches in optometry education can facilitate increased student engagement in shared learning experiences and improve collaborative learning. This, in turn, will enable students to participate in and prepare for the complex real-world situations. A judicious use of ICTs by teachers in learning endeavors can help students develop innovative patterns of thinking to be a successful optometry professional. ICT-facilitated learning enables students and professionals to carry out their own research and take initiatives and thus shifts the equilibrium towards self-education. It is important that optometry and allied vision science schools adapt to the changing professional requirements with pedagogical evolution and react appropriately to provide the best educational experience for the students and teachers. This review aims to highlight the scope of ICT applications in optometry education and professional development drawing from similar experiences in other disciplines. Further, while enhanced use of ICT in optometry has the potential to create opportunities for transformative learning experiences, many schools use it merely to reinforce conventional teaching practices. Tremendous developments in ICT should allow educators to consider using ICT tools to enhance communication as well as providing a novel, richer, and more meaningful medium for the comprehensive knowledge construction in optometry and allied health disciplines.

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“…The effectiveness of blended learning has been examined by many others as examples see [8,11,12] IV. STATISTICS FOR VLE USE AT HIBU…”

Section: Pedagogical Model To Support the Use Of The Vlementioning

confidence: 99%

The influence of staff use of a virtual learning environment on student satisfaction

Graven

Helland

MacKinnon

2006

2006 7th International Conference on Information Technology Based Higher Education and Training

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The use of virtual learning environments in higher education has shown significant growth over the last few years. This presents challenges in a variety of ways, challenges to provide effective educational materials within virtual learning environments (VLE), challenges in teaching style and the development of appropriate pedagogy. In this paper we discuss the work done introducing a VLE at Buskerud University College (HiBu) in Norway, and the impact that there can be shown through the use of satisfaction surveys, A longitudinal survey which have been carried out on general level of student satisfaction over a nine year period, a specific survey on satisfaction with the use of a VLE and a survey on staff attitude to e-learning. Our interest is in considering how the introduction of the VLE itself has impacted on satisfaction of students, whether it has changes the nature of the environment and whether it has resulted in changes in expectations. And from the survey we will attempt to describe what effects it has had HiBu has been engaged in a number of activities aimed at increasing staff and student use of its VLE. These efforts have been focused on training staff in different discipline areas and some training of students, and the optimisation of the development of learning material to support academic activity. Additionally there has been further product training in the various facilities available through the VLE to support other aspects of academic factors. This training has not been limited to the lecturing staff but includes all categories of employees.Additionally HiBu has established a major task in focusing on the pedagogical model to support the use of the VLE. This task has been the responsibility of a group of predominantly academic staff, but with representation from technical and library staff. The responsibility of this group has been to identify this pedagogical model as the basis for e-learning within HiBu.HiBu has been collecting data on student satisfaction for a number of years, both pre and post use of the VLE. The model adopted for the student satisfaction surveys is reasonably consistent, with the exception of some questions that have been introduced to cover the use of the VLE. As a result of this HiBu has been able to determine the effect on student satisfaction of the use of the VLE. There has been no significant change in the satisfaction levels in the last few years. However there is a notable change in the student requests for change of activities.Index Terms-Learning systems, staff and student surveys, blended learning Manuscript

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Optometry and WebCT: a student survey of the value of web‐based learning environments in optometric education

Cited by 24 publications

References 20 publications

The influence of a novel simulated learning environment upon student clinical subjective refraction performance: A pilot study

The influence of a novel simulated learning environment upon student clinical subjective refraction performance: A pilot study

Using Technology, Bioinformatics and Health Informatics Approaches to Improve Learning Experiences in Optometry Education, Research and Practice

The influence of staff use of a virtual learning environment on student satisfaction

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