Attitude towards computer-based learning: determinants as revealed by a controlled interventional study
Background Curriculum‐wide implementation of computer‐based learning (CBL) in undergraduate medical education remains elusive. Unlike many pilot tests of singular learning programmes, dropout rates are high and acceptance seems low in the long run. We studied the effect of a new CBL programme, suit...
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| Published in | Medical education Vol. 39; no. 9; pp. 935 - 943 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Oxford, UK
Blackwell Science Ltd
01.09.2005
Blackwell Wiley Subscription Services, Inc |
| Subjects | |
| Online Access | Get full text |
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| Abstract | Background Curriculum‐wide implementation of computer‐based learning (CBL) in undergraduate medical education remains elusive. Unlike many pilot tests of singular learning programmes, dropout rates are high and acceptance seems low in the long run. We studied the effect of a new CBL programme, suitable for curriculum‐wide implementation, on Year 3 medical students' attitudes towards CBL.
Methods Students from 2 universities participating in a mandatory pharmacology course were given access to a CBL programme covering cardiovascular drug therapy in a controlled randomised study (n = 167). Learner properties and attitude towards CBL were measured using psychometric scales, and knowledge by multiple‐choice questions (pre‐ and post‐test).
Results Attitude towards CBL worsened in the CBL group (n = 70). Individual learners' properties did not explain this effect. The perceived programme quality was rated only ‘average’, which may contribute to the lower post‐test values of attitude towards CBL. Learning outcomes were similar between the control group (n = 97) and students using CBL (n = 44). Learning efforts were shifted from self‐study towards CBL.
Conclusion The initial enthusiasm of students was not maintained when using a programme designed to complement or even replace traditional teaching. Curriculum‐wide implementation of CBL might be hampered by the discouragement of users. |
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| AbstractList | Curriculum-wide implementation of computer-based learning (CBL) in undergraduate medical education remains elusive. Unlike many pilot tests of singular learning programmes, dropout rates are high and acceptance seems low in the long run. We studied the effect of a new CBL programme, suitable for curriculum-wide implementation, on Year 3 medical students' attitudes towards CBL.
Students from 2 universities participating in a mandatory pharmacology course were given access to a CBL programme covering cardiovascular drug therapy in a controlled randomised study (n = 167). Learner properties and attitude towards CBL were measured using psychometric scales, and knowledge by multiple-choice questions (pre- and post-test).
Attitude towards CBL worsened in the CBL group (n = 70). Individual learners' properties did not explain this effect. The perceived programme quality was rated only 'average', which may contribute to the lower post-test values of attitude towards CBL. Learning outcomes were similar between the control group (n = 97) and students using CBL (n = 44). Learning efforts were shifted from self-study towards CBL.
The initial enthusiasm of students was not maintained when using a programme designed to complement or even replace traditional teaching. Curriculum-wide implementation of CBL might be hampered by the discouragement of users. Background Curriculum‐wide implementation of computer‐based learning (CBL) in undergraduate medical education remains elusive. Unlike many pilot tests of singular learning programmes, dropout rates are high and acceptance seems low in the long run. We studied the effect of a new CBL programme, suitable for curriculum‐wide implementation, on Year 3 medical students' attitudes towards CBL. Methods Students from 2 universities participating in a mandatory pharmacology course were given access to a CBL programme covering cardiovascular drug therapy in a controlled randomised study (n = 167). Learner properties and attitude towards CBL were measured using psychometric scales, and knowledge by multiple‐choice questions (pre‐ and post‐test). Results Attitude towards CBL worsened in the CBL group (n = 70). Individual learners' properties did not explain this effect. The perceived programme quality was rated only ‘average’, which may contribute to the lower post‐test values of attitude towards CBL. Learning outcomes were similar between the control group (n = 97) and students using CBL (n = 44). Learning efforts were shifted from self‐study towards CBL. Conclusion The initial enthusiasm of students was not maintained when using a programme designed to complement or even replace traditional teaching. Curriculum‐wide implementation of CBL might be hampered by the discouragement of users. Curriculum-wide implementation of computer-based learning (CBL) in undergraduate medical education remains elusive. Unlike many pilot tests of singular learning programmes, dropout rates are high and acceptance seems low in the long run. We studied the effect of a new CBL programme, suitable for curriculum-wide implementation, on Year 3 medical students' attitudes towards CBL.BACKGROUNDCurriculum-wide implementation of computer-based learning (CBL) in undergraduate medical education remains elusive. Unlike many pilot tests of singular learning programmes, dropout rates are high and acceptance seems low in the long run. We studied the effect of a new CBL programme, suitable for curriculum-wide implementation, on Year 3 medical students' attitudes towards CBL.Students from 2 universities participating in a mandatory pharmacology course were given access to a CBL programme covering cardiovascular drug therapy in a controlled randomised study (n = 167). Learner properties and attitude towards CBL were measured using psychometric scales, and knowledge by multiple-choice questions (pre- and post-test).METHODSStudents from 2 universities participating in a mandatory pharmacology course were given access to a CBL programme covering cardiovascular drug therapy in a controlled randomised study (n = 167). Learner properties and attitude towards CBL were measured using psychometric scales, and knowledge by multiple-choice questions (pre- and post-test).Attitude towards CBL worsened in the CBL group (n = 70). Individual learners' properties did not explain this effect. The perceived programme quality was rated only 'average', which may contribute to the lower post-test values of attitude towards CBL. Learning outcomes were similar between the control group (n = 97) and students using CBL (n = 44). Learning efforts were shifted from self-study towards CBL.RESULTSAttitude towards CBL worsened in the CBL group (n = 70). Individual learners' properties did not explain this effect. The perceived programme quality was rated only 'average', which may contribute to the lower post-test values of attitude towards CBL. Learning outcomes were similar between the control group (n = 97) and students using CBL (n = 44). Learning efforts were shifted from self-study towards CBL.The initial enthusiasm of students was not maintained when using a programme designed to complement or even replace traditional teaching. Curriculum-wide implementation of CBL might be hampered by the discouragement of users.CONCLUSIONThe initial enthusiasm of students was not maintained when using a programme designed to complement or even replace traditional teaching. Curriculum-wide implementation of CBL might be hampered by the discouragement of users. |
| Author | Benndorf, Ralf Hahne, Amina Katharina Herzig, Stefan Frey, Peter |
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| Cites_doi | 10.1046/j.1365-2923.2002.01141.x 10.1097/00001888-200210001-00028 10.3102/00346543068003322 10.1097/00001888-200205000-00022 10.1097/00001888-200010000-00021 10.1097/00001888-199212000-00004 10.1097/00001888-199406000-00005 |
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| Keywords | Medicine medical Computer assisted instruction Questionnaire Psychology Computer Curriculum medical/ psychology; curriculum; education Pharmacology Curriculum Evaluation humans; pharmacology/ education; computer-assisted instruction; attitude to computers; students undergraduate/ methods; perception; programme evaluation; questionnaires |
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| References_xml | – reference: Shomaker TS, Ricks DJ, Hale DC. A prospective, randomised controlled study of computer-assisted learning in parasitology. Acad Med 2002;77: 446-9. – reference: Hahne AK, Krause H, Pfaff H, Herzig S. Konstruktion eines Fragebogeninstrumentes zur Evaluation computerbasierter Lernangebote - Lernercharakteristiken und Akzeptanz von computerbasiertem Lernen (CbL). GMS Z Med Ausbild 2005;22(1):17-26. – reference: Dillon A, Gabbard R. Hypermedia as an educational technology. A review of the quantitative research literature on learner comprehension, control and style. Rev Educ Res 1998;68: 322-49. – reference: Friedman CP. The research we should be doing. Acad Med 1994;69: 455-7. – reference: Moore MG, Kearsley G. Distance Education. A Systems View. Belmont, CA: Wadsworth 1996. – reference: Adler MD, Johnson KB. Quantifying the literature of computer-aided instruction in medical education. Acad Med 2000;75: 1025-8. – reference: Frankola K. Why online learners drop out. Workforce 2001;80: 53-60. http://www.workforce.com. – reference: Chumley-Jones S, Dobbie A, Alford CL. Web-based learning: sound educational method or hype? A review of the evaluation literature. Acad Med 2002;77: 86S-93S. – reference: Steele DJ, Johnson Palensky JE, Lynch TG, Lacy NL, Duffy SW. Learning preferences, computer attitudes and student evaluation of computerised instruction. Med Educ 2002;36: 225-32. – reference: Case SM, Swanson DB. Constructing Written Test Questions for the Basic and Clinical Sciences. 3rd edn. Philadelphia: National Board of Medical Examiners 2001. – reference: Clark RE. Academic computing in medicine: introduction. Dangers in the evaluation of instructional media. Acad Med 1992;67: 819-20. – volume: 77 start-page: 86S year: 2002 end-page: 93S article-title: Web‐based learning: sound educational method or hype? A review of the evaluation literature publication-title: Acad Med – year: 1996 – volume: 69 start-page: 455 year: 1994 end-page: 7 article-title: The research we should be doing publication-title: Acad Med – volume: 67 start-page: 819 year: 1992 end-page: 20 article-title: Academic computing in medicine: introduction. Dangers in the evaluation of instructional media publication-title: Acad Med – volume: 77 start-page: 446 year: 2002 end-page: 9 article-title: A prospective, randomised controlled study of computer‐assisted learning in parasitology publication-title: Acad Med – volume: 22 start-page: 17 issue: 1 year: 2005 end-page: 26 article-title: Konstruktion eines Fragebogeninstrumentes zur Evaluation computerbasierter Lernangebote – Lernercharakteristiken und Akzeptanz von computerbasiertem Lernen (CbL) publication-title: GMS Z Med Ausbild – volume: 75 start-page: 1025 year: 2000 end-page: 8 article-title: Quantifying the literature of computer‐aided instruction in medical education publication-title: Acad Med – volume: 80 start-page: 53 year: 2001 end-page: 60 article-title: Why online learners drop out publication-title: Workforce – year: 1992 – volume: 36 start-page: 225 year: 2002 end-page: 32 article-title: Learning preferences, computer attitudes and student evaluation of computerised instruction publication-title: Med Educ – year: 2001 – volume: 68 start-page: 322 year: 1998 end-page: 49 article-title: Hypermedia as an educational technology. A review of the quantitative research literature on learner comprehension, control and style publication-title: Rev Educ Res – volume: 22 start-page: 17 issue: 1 year: 2005 ident: b6_105 publication-title: GMS Z Med Ausbild – ident: b8_107 doi: 10.1046/j.1365-2923.2002.01141.x – volume: 77 start-page: 86S year: 2002 ident: b2_101 publication-title: Acad Med doi: 10.1097/00001888-200210001-00028 – volume-title: Distance Education. A Systems View year: 1996 ident: b5_104 – volume: 68 start-page: 322 year: 1998 ident: b7_106 publication-title: Rev Educ Res doi: 10.3102/00346543068003322 – volume: 77 start-page: 446 year: 2002 ident: b11_110 publication-title: Acad Med doi: 10.1097/00001888-200205000-00022 – volume-title: Gelbe Reihe: Arbeiten Zur Empirischen Padagogik und Padagogischen Psychologie year: 1992 ident: b9_108 – volume: 75 start-page: 1025 year: 2000 ident: b1_100 publication-title: Acad Med doi: 10.1097/00001888-200010000-00021 – volume-title: Constructing Written Test Questions for the Basic and Clinical Sciences. year: 2001 ident: b10_109 – volume: 67 start-page: 819 year: 1992 ident: b3_102 publication-title: Acad Med doi: 10.1097/00001888-199212000-00004 – volume: 69 start-page: 455 year: 1994 ident: b12_111 publication-title: Acad Med doi: 10.1097/00001888-199406000-00005 – volume: 80 start-page: 53 year: 2001 ident: b4_103 publication-title: Workforce |
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| Title | Attitude towards computer-based learning: determinants as revealed by a controlled interventional study |
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