Why Online Education Will Attain Full Scale

Sener, John

doi:10.24059/olj.v14i4.152

Cited by 25 publications

(24 citation statements)

References 6 publications

(3 reference statements)

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“…Asynchronous learning is a student centered instructional method where interactions between teachers and learners occur independent of place and time [1]. This type of learning holds the potential for increased cost-effectiveness, greater flexibility, self-directed pacing and review, and improved efficiency of educator resources [2,3]. These potential benefits particularly apply to medical education where new discoveries are made daily, placing increasing demands on educators and students to share knowledge despite increased regulations of duty hours and costs.…”

Section: Introductionmentioning

confidence: 99%

Asynchronous vs didactic education: it’s too early to throw in the towel on tradition

et al. 2013

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BackgroundAsynchronous, computer based instruction is cost effective, allows self-directed pacing and review, and addresses preferences of millennial learners. Current research suggests there is no significant difference in learning compared to traditional classroom instruction. Data are limited for novice learners in emergency medicine. The objective of this study was to compare asynchronous, computer-based instruction with traditional didactics for senior medical students during a week-long intensive course in acute care. We hypothesized both modalities would be equivalent.MethodsThis was a prospective observational quasi-experimental study of 4th year medical students who were novice learners with minimal prior exposure to curricular elements. We assessed baseline knowledge with an objective pre-test. The curriculum was delivered in either traditional lecture format (shock, acute abdomen, dyspnea, field trauma) or via asynchronous, computer-based modules (chest pain, EKG interpretation, pain management, trauma). An interactive review covering all topics was followed by a post-test. Knowledge retention was measured after 10 weeks. Pre and post-test items were written by a panel of medical educators and validated with a reference group of learners. Mean scores were analyzed using dependent t-test and attitudes were assessed by a 5-point Likert scale.Results44 of 48 students completed the protocol. Students initially acquired more knowledge from didactic education as demonstrated by mean gain scores (didactic: 28.39% ± 18.06; asynchronous 9.93% ± 23.22). Mean difference between didactic and asynchronous = 18.45% with 95% CI [10.40 to 26.50]; p = 0.0001. Retention testing demonstrated similar knowledge attrition: mean gain scores −14.94% (didactic); -17.61% (asynchronous), which was not significantly different: 2.68% ± 20.85, 95% CI [−3.66 to 9.02], p = 0.399. The attitudinal survey revealed that 60.4% of students believed the asynchronous modules were educational and 95.8% enjoyed the flexibility of the method. 39.6% of students preferred asynchronous education for required didactics; 37.5% were neutral; 23% preferred traditional lectures.ConclusionsAsynchronous, computer-based instruction was not equivalent to traditional didactics for novice learners of acute care topics. Interactive, standard didactic education was valuable. Retention rates were similar between instructional methods. Students had mixed attitudes toward asynchronous learning but enjoyed the flexibility. We urge caution in trading in traditional didactic lectures in favor of asynchronous education for novice learners in acute care.

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Section: Introductionmentioning

confidence: 99%

Asynchronous vs didactic education: it’s too early to throw in the towel on tradition

et al. 2013

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“…In recent years, online education has become increasingly prevalent in American education [1,2]. This is true in higher education, corporate training, military settings, and K-12 education [3,4,5].…”

Section: Introductionmentioning

confidence: 99%

A Confirmatory Factor Analysis of Teaching Presence Within Online Professional Development

Miller

Hahs‐Vaughn

Zygouris-Coe

2014

OLJ

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The Community of Inquiry model provides a framework for recognizing and evaluating interpersonal behaviors in online educational settings. One of its three components, teaching presence, describes behaviors that are under the auspices of the online instructor. By examining behaviors through the theoretical lens provided by teaching presence, and by measuring them with the Teaching Presence Scale (TPS), it may be possible to better understand the most effective online instruction practices. The purpose of the study was to confirm the factor composition of TPS in an online professional development course and to determine the relationship between teaching presence and student satisfaction. Participants (n = 718) were in-service educators enrolled in online professional development. Confirmatory factor analysis results provided strong support for a three-factor TPA model using 17 of the 28 original TPS items and evidence of a strong relationship between TPS and student satisfaction. The implications for practice center on how enhanced knowledge of teaching presence may be used to develop instructors or facilitators as online educators of adults. It is important that such instructors have a solid knowledge base in their field, as well as knowledge of and experience with andragogy.

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“…The CMS market is becoming increasingly lucrative as more and more schools and organizations offer web-based courses and training (Sener, 2010). However, not many researchers have discussed the desirable features of a stakeholder-friendly CMS.…”

Section: Introductionmentioning

confidence: 99%

A Hybrid Approach for Selecting a Course Management System: A Case Study

2012

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Executive SummaryThe Internet is creating exciting opportunities for universities and their stakeholders. Universities are experimenting with different modes of education. E-learning is one such mode, where students can learn from any place at any time, as long as they have an Internet connection. A course management system (CMS) facilitates e-learning, making it critical to select a system that can meet the needs of all its stakeholders. This paper addresses a hybrid approach used to select a course management system for a mid-Atlantic university. The resulting product is the outcome of faculty input, inputs from the program manager of e-Learning, students, and other stakeholders. The authors have experienced four different CMSs over twelve years of teaching online. Instead of re-inventing the wheel, universities planning to venture into e-learning or trying to revamp their current CMS can learn from our experiences. The case study could assist current and future Web course faculty in selecting a CMS to suit their teaching needs. In addition, by increasing their awareness of various capabilities that might be present in their current CMS, the discussion in the paper could also encourage the faculty to revamp their courses.

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Why Online Education Will Attain Full Scale

Cited by 25 publications

References 6 publications

Asynchronous vs didactic education: it’s too early to throw in the towel on tradition

Asynchronous vs didactic education: it’s too early to throw in the towel on tradition

A Confirmatory Factor Analysis of Teaching Presence Within Online Professional Development

A Hybrid Approach for Selecting a Course Management System: A Case Study

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