Web-Based Gerontology Courses: How Do They Measure Up?

Abstract

This study compared Web-based and lecture-based Gerontology and Psychology of Aging courses in terms of student performance, demographic and academic characteristics of students enrolled in the courses, and extent to which these characteristics differentially predicted outcomes of learning in the two course types. Participants for this study were 289 undergraduate students who completed a Psychology of Aging or Gerontology course, taught in either a Web-based or lecture-based format. Evaluation of student performance indicated percentage of points earned in the two course types did not differ significantly. Although students in Web-based courses tended to be older and were more likely to be upperclassmen than students in lecture-based courses, student profiles did not differ in terms of gender, race, grade point average, and Scholastic Assessment Tests (SAT) scores. Additionally, demographic and academic variables did not differentially predict course performance. The results of this study suggest a similar market in terms of demographic and academic characteristics of students for Web-based and lecture-based gerontology courses. Moreover, the findings suggest student learning outcomes in the two course formats are comparable.

What can e-learning offer geriatric medicine in the UK?

“…There is evidence that e-learning is already used by dentists, nurses, social workers and physiotherapists internationally, [49][50][51][52] although evidence for its effectiveness is lacking. The advantages of e-learning for postgraduate medics such as flexibility in terms of engagement, and the use of e-portfolios for CPD and formal evaluation/revalidation, are shared by these other professional groups.…”

The Use of Multimodal Strategies for Distance Education in the GRECCs

“…Many forms of asynchronous distance learning can be made available to be accessed at any time of day, allowing the learners to use their leisure time to advance their knowledge and learn at their own speed. Notably, research has shown that learning scores of individuals taking distance or web-based courses are not significantly different than those taking lecture-based courses (Hills, Brallier, Palm, & Graham, 2009;Palm, Brallier, Gilbert, & Darrone, 2007). Synchronous distance learning allows information to be broadcast simultaneously to a wide range of participants at many locations, increasing the number and variety of programs available to a learner as well as expanding the size of the potential audience for the presenter.…”