Presented at the 1998 APIII Conference Return to 1998 Abstract Index
THE INFLUENCE OF INSTRUCTIONAL TECHNOLOGY ON STUDENT ACHIEVEMENT AND PERCEPTION OF THE LEARNING ENVIRONMENT
University
of Pittsburgh Medical Center
Pittsburgh, Pennsylvania
James H. Harrison, Jr, MD, PhD1
Bruce E. Bowdish, PhD2
Sheila W. Chauvin, PhD2
1 Department of Pathology
University of Pittsburgh Medical Center
Pittsburgh, PA
2 Office
of Educational Research and Services
Tulane University School of Medicine
New Orleans, LA
Previous studies of student-directed learning in medicine indicate that computer-aided instruction (CAI) may be more efficient than traditional student-directed learning (i.e., programmed texts). New network-based technology (e.g., the World Wide Web) can extend the role of computers to make classroom display of learning materials and subsequent review of materials by students practical. Thus far, little information is available on the effectiveness of computer support in medical classroom presentations compared with standard slide lectures and self-paced CAI modules.
We carried out a preliminary study comparing 32 students' perceptions and test performance in the second-year Medical Pathology course at Tulane Medical School after:
- Two standard slide lectures,
- Two lectures supported by a Web-based display including images and animations (E-lectures), and
- A self-paced Web-based learning module (CAI) similar to the Web-based lecture display but designed for student-directed learning.
Student perceptions of the learning experiences were assessed by a traditional questionnaire administered immediately after each lecture, or a Web-based interactive form integrated into the CAI module. Student performance was assessed by standard multiple-choice questions given as part of a Medical Pathology Course exam. Statistical analysis (Repeated Measures Multivariate Analysis of Variance and Post Hoc Univariate Analysis) revealed a significant main effect for occasion, significant differences for achievement and affective measures, and a significant difference between perception and performance across occasions.
The students performed and responded well after all sessions.
However, the highest performance and most positive perceptions
were recorded for the standard lectures. Thus, replacement
of a limited number of lectures with E-lectures or CAI within
the context of a standard slide lecture course did not lead
to improved performance or learning environment perception.
This evaluation did not address students' study time, so
any improvements in the efficiency of teaching were not
evaluated. In addition, the use of fact-oriented multiple
choice examinations may not address potential improvements
in the understanding of dynamic processes conveyed by, e.g.,
computer animations.
