Can easy-to-use software deliver effective e-learning in dental education? A randomised controlled study

• Published in: European journal of dental education Vol. 16; no. 3; pp. 187 - 192
• Main Authors: Woelber, J. P., Hilbert, T. S., Ratka-Krüger, P.
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Publishing Ltd 01.08.2012
• Subjects: Adult; Analysis of Variance; Attitude to Computers; case-based learning; Computer-Assisted Instruction; dental education; Dental schools; Dentistry; e-learning; Education, Dental - methods; Educational Measurement; Female; Health education; Humans; Learning; Male; Online instruction; periodontal; Software; Surveys and Questionnaires
• ISSN: 1396-5883; 1600-0579
• DOI: 10.1111/j.1600-0579.2012.00741.x

Introduction:  For the production of computer‐based learning environments, a wide range of software solutions can be used which differ not only in their functionality but also vary in cost and ease to program. The aim of our study was to evaluate the overall efficiency and student′s perception of two case‐based e‐learning programs that were produced with either an easy‐to‐use or a complex software. Materials and Methods:  Eighty‐five dental students were randomly assigned to one of two experimental groups. One group studied with a laborious, high‐interactive e‐learning program (complex‐software group). The second group studied within a low‐interactive learning environment (easy‐software group) that was easy to be programmed. Both programs identically referred to a case report on localised aggressive periodontitis. Learning outcome was tested by a pre‐ and post‐test. Furthermore, questionnaires on workload, motivation, perceived usefulness and perceived learning outcome were used. Results:  Learners in the easy‐software group showed better results in the post‐test F(1, 82) = 4.173, P < 0.044). Discussion:  Even easy‐to‐use software tools have the potential to be beneficial in dental education. Students were showing a high acceptance and ability in using both e‐learning environments. Conclusions:  We conclude that e‐learning programs for case‐based learning do not have to be overly laborious to program to be useful. Based on our results, we want to encourage instructors to produce case‐based e‐learning tools with easy‐to‐use software.