Abstract
BackgroundSome evidence suggests that attitude toward computer-based instruction is an important determinant of success in online learning. We sought to determine how comfort using computers and perceptions of prior online learning experiences have changed over the past decade, and how these associate with learning outcomes.MethodsEach year from 2003–2011 we conducted a prospective trial of online learning. As part of each year’s study, we asked medicine residents about their comfort using computers and if their previous experiences with online learning were favorable. We assessed knowledge using a multiple-choice test. We used regression to analyze associations and changes over time.Results371 internal medicine and family medicine residents participated. Neither comfort with computers nor perceptions of prior online learning experiences showed a significant change across years (p > 0.61), with mean comfort rating 3.96 (maximum 5 = very comfortable) and mean experience rating 4.42 (maximum 6 = strongly agree [favorable]). Comfort showed no significant association with knowledge scores (p = 0.39) but perceptions of prior experiences did, with a 1.56% rise in knowledge score for a 1-point rise in experience score (p = 0.02). Correlations among comfort, perceptions of prior experiences, and number of prior experiences were all small and not statistically significant.ConclusionsComfort with computers and perceptions of prior experience with online learning remained stable over nine years. Prior good experiences (but not comfort with computers) demonstrated a modest association with knowledge outcomes, suggesting that prior course satisfaction may influence subsequent learning.
Highlights
Some evidence suggests that attitude toward computer-based instruction is an important determinant of success in online learning
Prior research in health professions education has evaluated attitudes towards computers and computer-based learning primarily among medical students and nurses [3,4,5,6] with few studies focused on resident trainees [7]
We found no studies examining the relationship between prior experiences with online learning and learning outcomes in a subsequent course
Summary
Some evidence suggests that attitude toward computer-based instruction is an important determinant of success in online learning. We sought to determine how comfort using computers and perceptions of prior online learning experiences have changed over the past decade, and how these associate with learning outcomes. Prior research in health professions education has evaluated attitudes towards computers and computer-based learning primarily among medical students and nurses [3,4,5,6] with few studies focused on resident trainees [7]. Since self-efficacy influences learning [10], those with prior favorable experiences might have greater success in a similar course Such findings would have important implications for educators regarding how best to support students in an online course: if these student characteristics are associated with learning success, this would suggest a need for specific support for students with less comfort or experience. Given the paucity and age of prior research, further investigation seems warranted
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