Active Learning Centre: potential uses and efficacy of an interactive Internet-based teaching tool

• Published in: Medical teacher Vol. 22; no. 3; pp. 271 - 275
• Main Author: Turchin, Harold P. Lehmann, Charles W. Flexner, Craig W. Hendrix, John H. Shatzer, William G. Merz, Alexander
• Format: Journal Article
• Language: English
• Published: London Informa UK Ltd 2000; Taylor & Francis; Taylor & Francis Ltd
• Subjects: Academic Achievement; Active Learning; Computers; Control Groups; Examiners; Exit Examinations; Graduate Students; Independent Study; Individual Instruction; Interactive computer assisted learning; Internal Medicine; Internet; Learning Centers (Classroom); Lecture Method; Measurement Techniques; Medical education; Medical schools; Medical Students; Multilingualism; Pharmacology; Programming Languages; Teacher Effectiveness; Teaching; Teaching Methods; Web sites
• ISSN: 0142-159X; 1466-187X
• DOI: 10.1080/01421590050006241

Advancement of personal computers and the Internet has presented exciting opportunities for development of new educational tools. This paper presents evaluation of an interactive educational website: Active Learning Centre (ALC). To assess efficacy of learning using ALC we compared students using the website with a control group using a lecture handout in a randomized single-blinded (investigators) trial. Improvement in subject performance from pre- to post-study session examination served as the primary end-point, while students' subjective evaluation of their experience was a secondary end-point. While both groups improved their performance significantly from a baseline, the control group achieved higher test scores than ALC users. In their subjective evaluation of their learning experience, however, subjects favored ALC. While it appears that ALC may not be optimal as the only instrument for independent learning, it could still be a valuable educational tool, especially when used in conjunction with other teaching techniques. Other potential uses of the website are discussed based on the latest advancements in fundamental cognitive research.