Student perceptions and learning outcomes of computer-assisted versus traditional instruction in physiology.

Abstract

This study compared student perceptions and learning outcomes of computer-assisted instruction against those of traditional didactic lectures. Components of Quantitative Circulatory Physiology (Biological Simulators) and Mechanical Properties of Active Muscle (Trinity Software) were used to teach regulation of tissue blood flow and muscle mechanics, respectively, in the course Medical Physiology. These topics were each taught, in part, by 1) standard didactic lectures, 2) computer-assisted lectures, and 3) computer laboratory assignment. Subjective evaluation was derived from a questionnaire assessing student opinions of the effectiveness of each method. Objective evaluation consisted of comparing scores on examination questions generated from each method. On a 1-10 scale, effectiveness ratings were higher (P < 0.0001) for the didactic lectures (7.7) compared with either computer-assisted lecture (3.8) or computer laboratory (4.2) methods. A follow-up discussion with representatives from the class indicated that students did not perceive computer instruction as being time effective. However, examination scores from computer laboratory questions (94.3%) were significantly higher compared with ones from either computer-assisted (89.9%; P < 0.025) or didactic (86.6%; P < 0.001) lectures. Thus computer laboratory instruction enhanced learning outcomes in medical physiology despite student perceptions to the contrary.

Problem‐based Learning: Influence on Students' Learning in an Electrical Engineering Course

“…Previous research has suggested that undergraduate students consider learning to occur when an "expert "transmits factual knowledge and not when it is constructed via problem-based learning (Biley & Smith, 1999). Additionally, previous findings have indicated that students perceive traditional lecture to be more effective compared to active learning methods even though students' learning outcomes were found to be higher in active learning courses (Lake, 2001;Richardson, 1997). Research on the use of student-centered teaching within engineering has also found that students feel that less content is covered when inductive teaching is used when compared to deductive lecture-based approaches (Yadav, Shaver, & Meckl, 2010).…”

Neue Wege in der kardiologischen Aus- und Weiterbildung

“…Somit können Kapazitäten und Ressourcen auf Seiten des Lehrkörpers vermehrt für praktische Anwendungen genutzt werden. Zudem haben die Multimediaapplikationen einen höheren Wirkungsgrad [1,13] als die traditionellen Weiterbildungsmaßnahmen, was die tatsächliche und dauerhafte Vermittlung von medizinischen Inhalten anbelangt [9,10]. Dies ist durch die höhere Einprägsamkeit aufgrund der Verknüpfung akustischer und visueller Informationen bedingt, wie durch den Einsatz bewegter Bilder im Sinne von Videos und Animationen [5,19].…”

“Multimediale Symposiumsware”Eine Bereicherung der Aus- und Weiterbildung?

“…Zudem haben "traditionelle" Weiterbildungsmaßnahmen einen geringeren "Wirkungsgrad" [3,16], was die tatsächliche und dauerhafte Vermittlung von Inhalten anbelangt, als z. B. sog.…”

“…Die multimediale CD-ROM wurde anderen traditionelleren Medien wie Kongressband oder Video eindeutig vorgezogen. Eine solche Einschätzung konnte auch in anderen Untersuchungen [13,16], bei denen allerdings Lehrbuchwissen traditionell bzw. computergestützt vermittelt und anhand von Prüfungsergebnis-sen verifiziert wurde, gewonnen werden.…”