Web-based learning: sound educational method or hype? A review of the evaluation literature.

Abstract

The first reports of Web-based medical education appear in 1992, building on 30 years of computer-assisted instruction. Proponents claimed computer-assisted instruction is superior to text-based, lecture, and traditional educational methods for reasons that include control by the learner over content, time, and place of learning; enhancement of learning, reasoning, and efficiency; and cost savings. Many studies that reported advantages contained methodologic flaws and reported advantages unrelated to computer-specific features. Web-based learning (WBL) represents a further evolution of computer-assisted instruction. Technical advantages of WBL include universal accessibility, ease in updating content, and hyperlink functions that permit cross-referencing to other resources. These technical advances, specifically hyperlink and searching capabilities, fit the constructivist learning theory, where learners search out and create their own knowledge bases. However, as was evident with computer-assisted instruction, potential advantages may not translate into significant improvements in educational outcomes. With the widespread adoption of WBL, it is critical that medical educators have evidence regarding its performance as a learning medium. This paper reviews the medical, dental, and nursing WBL evaluation literature to: (1) identify which facets of WBL have been evaluated, (2) describe the evaluation strategies used, (3) synthesize the findings, and (4) discuss educational implications and future research directions.