Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis

Cook, David A.; Levinson, Anthony J; Garside, Sarah

doi:10.1007/s10459-010-9231-x

Cited by 151 publications

(112 citation statements)

References 61 publications

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“…16 In one recent meta-analysis, despite heterogeneity among studies, time spent learning was generally the same with Internet based instruction as with face-to-face pedagogy. 17 However, use of video clips, animation, and narration within the webbased instruction resulted in higher test scores and greater user satisfaction. 17 A course website with interactivity also appears to enhance learning.…”

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confidence: 99%

“…17 However, use of video clips, animation, and narration within the webbased instruction resulted in higher test scores and greater user satisfaction. 17 A course website with interactivity also appears to enhance learning. 18 Inasmuch as these features were incorporated in our supplemental module, this may have contributed to the better performance of the SS group in our study.…”

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confidence: 99%

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Use of a Supplementary Internet Based Education Program Improves Sleep Literacy in College Psychology Students

Quan

Anderson

Hodge

2013

Journal of Clinical Sleep Medicine

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pertaining to healthy sleep. 7 Unfortunately, the amount of time devoted to information about sleep in these courses may be as little as one hour of lecture.In the past 10 years, use of the Internet among all segments of the population has been increasing rapidly. Educational uses have been growing and online college courses and degree programs are offered by many prestigious institutions. Educational Introduction: Knowledge regarding the importance of sleep in health and performance and good sleep hygiene practices is low, especially among adolescents and young adults. It is important to improve sleep literacy. Introductory psychology is one of the most highly enrolled courses at colleges and universities. This study tested the impact of an Internet-based learning module on improving sleep literacy in this venue. Methods: An Internet-based supplementary learning module containing sleep physiology and hygiene information was developed using content from the Harvard Medical School sleep educational website http://www.understandingsleep.org. Access to the module was provided as an extra credit activity for 2 of 4 sections (Supplemental Sleep, SS, N = 889) of an introductory college psychology course during their standard instruction on sleep and dreaming. The remaining 2 sections (Standard Instruction, SI, N = 878) only were encouraged to visit the website without further direction. Level of knowledge was assessed before and after availability to the module/website and at the end of the semester. Students were asked to complete a survey at the end of the semester inquiring whether they made any changes in their sleep behaviors.Results: Two hundred fi fty students participated in the extra credit activity and had data available at all testing points. Students in the SS Group had a signifi cant improvement in sleep knowledge test scores after interacting with the website in comparison to the SI group (19.41 ± 3.15 vs. 17.94 ± 3.08, p < 0.001). This difference persisted, although at a lower level, at the end of the semester. In addition, 55.9% of the SS group versus 45.1% of the SI group indicated that they made changes in their sleep habits after participation in the extra credit sleep activity (p < 0.01). The most common change was a more consistent wake time. S C I E N T I F I C I N V E S T I G A T I O N SP oor sleep habits are common among college students, and the prevalence of sleep problems is high.1-3 In a recent survey of students at a large public university, 33% of respondents had a sleep latency of more than 30 min, and a similar percentage reported being tired during the day.2 Approximately half of those surveyed reported using a sleep aid (white noise, fan, music, medication). Not surprisingly, energy drink consumption among college students also is high, with 51% using more than one drink per month. Two-thirds of those using energy drinks did so to mitigate the effects of insuffi cient sleep. Although there is some recognition among educators of the benefi ts of promoting better sleep habits among col...

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Use of a Supplementary Internet Based Education Program Improves Sleep Literacy in College Psychology Students

Quan

Anderson

Hodge

2013

Journal of Clinical Sleep Medicine

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“…It is known that formative quizzes can have a beneficial as well as detrimental effect on performance, depending on the moment of the quizzes in relation to the final test [8,14]. Furthermore, research has shown that more time on task correlates with learning performance [3]. Therefore, further analyses that would include the moment of quizzing and amount of time spent, would provide a more thorough understanding of the relationship between formative quizzes and final test outcome.…”

Section: Discussionmentioning

confidence: 99%

“…Although these opportunities offer the possibility to enhance student performance, research regarding the extent of learning performance of using (online) formative quizzes is not conclusive [2]. Various studies have demonstrated one or several factors contributing to this testing effect such as time on task [3], question type [4] and feedback [5]. However, regardless of the type of factor studied, some studies report a negative effect or no effect of formative assessment [6,7], other report a positive effect [5,7,8].…”

Section: Introductionmentioning

confidence: 99%

Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students

Zijlstra¹,

Sugeng²,

Draaijer³

et al. 2015

Computer Assisted Assessment. Research Into E-Assessment

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Abstract. In this research paper, a cross-sectional study into the effects of formative quizzing in higher education and its relation to learning performance is presented. For the current study, six online Formative Quizzing modules, consisting of texts, graphics and video clips followed by two or more test questions to reiterate the material, were provided to students. Students could not earn marks and were free to use the material, but were informed that in the final examination, questions relating to the material would be asked. Data analysis showed that students who completed all six modules had a statistical significant higher chance to score better on the final examination. This was true for high achieving students, but also, and even stronger, for low achieving students. The results therefore show in this particular set-up a potential causal relationship of online formative quizzing on learning performance in higher education.

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“…A própria internet poderia ser utilizada como plataforma de ensino para profissionais da saúde, visto que o tamanho de efeito da aprendizagem pela internet é tão alto quanto aprendizagens presenciais (Cook, Levinson, & Garside, 2010). Dessa forma, seria possível alcançar muitos profissionais em todo o país em pouco espaço de tempo e, comparativamente, com baixo custo.…”

Section: Ensino Acerca De Intervenções On-lineunclassified

Aspectos éticos das intervenções psicológicas online no Brasil: Situação atual e desafios

et al. 2015

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RESUMO.As intervenções psicológicas on-line foram regulamentadas no Brasil em 2000, sendo a última atualização em 2012, com a Resolução do Conselho Federal de Psicologia (CFP) No 011/2012. O principal avanço foi permitir a orientação psicológica on -line, limitada a 20 sessões. Contudo as implicações de intervenções psicológicas on-line e suas regulamentações ainda não receberam a devida atenção na literatura brasileira especializada. Assim, o objetivo deste artigo é analisar pontos críticos da Resolução CFP No 011/2012. Tais pontos são d iscutidos à luz de estudos internacionais sobre psicoterapia on-line e comparados a regulamentações vigentes em outros países. A análise indicou que atendimentos on-line já estão bem estabelecidos em países como Suécia, Austrália, Holanda e Reino Unido, apoiados em estudos empíricos sobre eficácia, efetividade e aspectos éticos como sigilo e confidencialidade. Conclui-se que as orientações do CFP acompanham, em certa medida, as políticas e as ações de associações e de órgãos profissionais de outros países. Mesmo assim, há elementos que precisam ser atualizados, como definir o que é orientação psicológica, clarificar como podem ser contabilizados os encontros assíncronos, especificar situações contempladas pela Resolução, estabelecer número de encontros virtu ais para clientes em viagem ou impossibilitados de comparecer presencialmente e informar parâmetros a partir dos quais os honorários poderão ser estabelecidos. Por fim, argumenta -se a pertinência de algum tipo de certificação para psicólogos que ofereçam serviços on-line, considerando que a interface com a tecnologia amplia o campo profissional e o alcance do atendimento psicológico. Palavras-chave: Terapia on-line; internet; ética profissional.

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Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis

Cited by 151 publications

References 61 publications

Use of a Supplementary Internet Based Education Program Improves Sleep Literacy in College Psychology Students

Use of a Supplementary Internet Based Education Program Improves Sleep Literacy in College Psychology Students

Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students

Aspectos éticos das intervenções psicológicas online no Brasil: Situação atual e desafios

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