Computer-assisted Learning Module Research Articles

THE EFFECTIVENESS OF TEACHING MODULE COMPUTER BASED DRILLING MODEL AND PRACTICE IN IMPROVING LEARNING ACHIEVEMENT OF INDONESIAN LANGUAGE

This study aims to determine the effectiveness of the computer-assisted learning module for drill and practice model of Indonesian language learning in SMA/MA East Lombok District. This research includes development research through the stage of requirement analysis, limited sample testing and testing of action research settings. The research subject consists of teachers and SMA/ MA students in East Lombok district. Research Data is collected via questionnaire, observation sheets, tests, and interview guidelines. Data was analyzed using the component's anáolysis technique and continued with test-t analysis. The results showed that (1) th majority of teacher prepare the teaching materials independently than work collaboratively; (2) The result of learning Indonesian language through the use of a computer-assisted drill and practice based learning Module at each cycle increases, (3) There are differences in the results of Indonesian language learning between students who have been taught using a computer-assisted learning module drill and practice model with students who are taught without using a computer-assisted learning Module drill and practice model, and (4) students ' responses to learning modules developed and are in a good category.

Effectiveness of computer-assisted learning in sports dentistry: studies over a multiple-year period and at two universities.

Insufficient educational resources on sports dentistry result in varying lecture implementations across dental schools, which cause knowledge gaps amongst students. Thus, a new interactive sports dentistry-related computer-assisted learning (CAL) module was created to facilitate dental school undergraduate students' education. This study compared the CAL module's learning effectiveness with conventional video lectures (VL) and assessed its effectiveness when used over several years at a university, and examined its validation in different university contexts, and students' perceptions. Participants were 305 fifth-year students. Students from a university in Tokyo participated for 3years and those from a university in Saitama for 1year. In each year, the students were divided into two groups-CAL and VL. They studied their assigned modules in 20-min lessons. A written test was administered to determine their knowledge acquisition levels, along with a questionnaire. Two hundred sixty-two consenting participants were included in the statistical analysis. The CAL groups' test scores at both schools were significantly higher than the VL groups' every year (p<.001). Furthermore, test results from all years revealed no gender differences or repetition of the school years at either school. Most students at both universities evaluated the CAL module as excellent. The interactive CAL module generated consistently strong results over multiple years, during which it was used by a diverse group of students at two universities. The students highly rated the module's learning process as well as its contents.

Certainty-based marking in a formative assessment improves student course appreciation but not summative examination scores

BackgroundStudy motivation and knowledge retention benefit from regular student self-assessments. Inclusion of certainty-based learning (CBL) in computer-assisted formative tests may further enhance this by enabling students to identify whether they are uninformed or misinformed regarding the topics tested, which may trigger future study actions including instructor consultation.MethodsUsing a cross-over study design involving two out of thirteen computer-assisted formative assessments (CAFAs) of a first-year cell biology course, we compared student-instructor interactions, student learning experiences and final exam scores between two (bio)medical science student cohorts who worked with different CBL-containing CAFAs.ResultsA total of 389 students participated in the study. After completion 159 (41%) filled in a questionnaire on their experience with CBL during supervised CAFAs. In the control group the median duration of student-instructor interactions was 90 s (range 60–140 s), and this increased with 20 s to 110 s (range 60–150 s) in the group working with a CBL-based CAFA. The number of interactions was similar in both groups (0.22 per student per hour, regardless of CBL inclusion). Forty percent of the students expected that CBL would positively influence their study behavior, and 23% also anticipated a positive effect on examination scores. Student examination scores, however, were not affected by CBL. Almost half of the students (43%) were in favor of CBL inclusion in future computer-assisted learning modules, whereas 33% did not see merit in including CBL in CAFAs.ConclusionsIncorporation of CBL in a single formative assessment led to a slight increase in student-instructor interaction times, but had effect neither on the number of student-instructor interactions nor on exam scores. CBL inclusion positively influenced student’s appreciation of the coursework, presumably by helping students to evaluate their mastery level and identify misconceptions. A more extensive enrollment of CBL beyond an individual formative assessment, throughout a course or a curriculum, may possibly reveal positive effects on study efficacy.

Computer assisted learning module in experimental pharmacology for medical students: introduction and evaluation

Background: Animal experiments have been restricted due to strict Committee for the Purpose of Control and Supervision of Experiments on Animals (CPCSEA) rules and regulations for animal procurement and experimentation. At present, teaching is done by showing cards with tracings. This helps in the development of cognitive domain only. There is a need to change the traditional passive learning methodologies to an active technology based experimental learning methodology. Present educational interventional study is aimed at enhancing learning and making teaching interactive and interesting by introducing Computer Assisted Learning (CAL). Objectives of the study are to assess and evaluate the learning outcome of two methods (teaching by showing cards and computer assisted) in experimental Pharmacology and to assess the perception of students and faculty towards implementation of CAL.Methods: The study was conducted at Sarawathi Institute of Medical Sciences, Hapur, UP, India. A departmental meeting was organized to sensitize the faculty members. Test and feedback questionnaire were prepared. Participants were divided into two groups. One group was taught by cards and another by CAL. For second experiment students cross over was done. Students were assessed by post-test analysis. Feedback from the faculty and students were taken and analyzed.Results: There was improvement in knowledge of students as shown from results of post-test analysis. More than 86% of the faculty members and 80% of the students rated CAL methodology more than 3 at Likert scale.Conclusions: As compared to teaching by cards, the learning was enhanced by CAL. Students found CAL more enjoyable, interactive, comprehensible and easy to retain. In future, students would prefer CAL as an alternative method of learning in experimental laboratory.

Outcome of use of a Computer-Assisted Simulation Module as teaching aid in Experimental Physiology for first-year medical students

Objective: This complete enumeration, prospective, before-and-after study (without controls) was conducted to evaluate the effect of a computer-assisted simulation module in Experimental Physiology on the cognitive domain scores of first-year medical students. Methods: After theoretical teaching using charts & graphs by the facilitators, participants were administered a pre-test containing multiple choice questions. Subsequently, participants were trained using a computer-assisted learning module on amphibian experiments and administered a post-test, with identical questions and marking system as the pre-test. Results: 60 students (30 males and 30 females) participated in the study. The difference between the pre- and post-test scores were statistically significant in both males (p=0.00002) and females (p<0.00001). Among females, minimum score in the post-test was more than the 1 st quartile of pre-test. The overall difference in the median values of student scores in pre- and post-tests was highly significant (p<0.00001). The differences between the pre- and post-test scores were statistically significant in 7 out of 10 questions. Conclusion: The computer-assisted simulation module covered major learning objectives in the curriculum for Experimental Physiology and helped students attain higher scores.

Evaluation of Computer-assisted Learning Module for Undergraduate Pharmacology Practical Classes

Evaluation of Computer-assisted Learning Module for Undergraduate Pharmacology Practical Classes

“Does Supplementing Traditional teaching with Computer Assisted Learning (CAL) Module Facilitates Understanding of Human Embryology in Medical Undergraduates? A Randomized Control Trial”

Introduction: In present scenario when lesser time is being devoted to basic medical sciences, and at the same time knowledge and concepts required to be mastered by medical undergraduates increasing exponentially, structured modules and software have a potential role to play. Embryology in particular can be a subject for such modules owing to its complex dynamics and even less proportion of time available to master it. This study evaluates if supplementing traditional methods with computer-aided instruction improve students' understanding of human embryology. Methods: The study was conducted during revision sessions before university examinations. Subjects of study were first year medical undergraduates (n=128), divided into two equal groups by simple randomization. Demographic data and prior academic performance of students were collected from student profile register. Revision sessions for control group were conducted using traditional methods and for test group CAL module was used. Students were evaluated by pre and post-tests consisting of 50 multiple choice answers questions each and each question fetched 0.5 marks. Independent sample t test was used for comparison of means. Opinion of students and instructors were collected using anonymous questionnaire under heads of subject-interest, appropriateness of CAL module as teaching materials, overall satisfaction and its possible effectiveness as self-learning module. Results: Two groups showed no statistical difference in terms of sex ratio, age and prior academic performance. Pre-test showed no significant difference in mean scores of two groups, mean post-test scores on the other hand were significantly greater in test group as compared to the control group. Most of the students and instructors involved in the study graded the CAL-module as ‘excellent’. Conclusions: The study shows that traditional teaching methods supplemented with CAL module improves the understanding of developmental anatomy in medical undergraduates. Use of this module as a self-study material requires further evaluations.doi: http://dx.doi.org/10.3126/mjsbh.v13i1.12997

Does Supplementing Traditional teaching with Computer Assisted Learning (CAL) Module Facilitates Understanding of Human Embryology in Medical Undergraduates? A Randomized Control Trial

&lt;p&gt;&lt;strong&gt;Background&lt;/strong&gt;: In present scenario when lesser time is being devoted to basic medical sciences, and at the same time knowledge and concepts required to be mastered by medical undergraduates increasing exponentially, structured modules and softwares have a potential role to play. Embryology in particular can be a subject for such modules owing to its complex dynamics and even less proportion of time available to master it. This study evaluates if supplementing traditional methods with computer-aided instruction improve students' understanding of human embryology.&lt;/p&gt; &lt;p&gt;&lt;strong&gt;Methods:&lt;/strong&gt; The study was conducted during revision sessions before university examinations. Subjects of study were first year medical undergraduates (n=128), divided into two equal groups by simple randomization. Demographic data and prior academic performance of students were collected from student profile register. Revision sessions for control group were conducted using traditional methods and for test group CAL module was used. Students were evaluated by pre and post-tests consisting of 50 multiple choice answers questions each and each question fetched 0.5 marks. Independent sample t test was used for comparison of means. Opinion of students and instructors were collected using anonymous questionnaire under heads of subject-interest, appropriateness of CAL module as teaching materials, overall satisfaction and its possible effectiveness as self-learning module.&lt;/p&gt; &lt;p&gt;&lt;strong&gt;Results:&lt;/strong&gt; Two groups showed no statistical difference in terms of sex ratio, age and prior academic performance. Pre-test showed no significant difference in mean scores of two groups, mean post-test scores on the other hand were significantly greater in test group as compared to the control group. Most of the students and instructors involved in the study graded the CAL-module as &amp;lsquo;excellent&amp;rsquo;.&lt;/p&gt; &lt;p&gt;&lt;strong&gt;Conclusions:&lt;/strong&gt; The study shows that traditional teaching methods supplemented with CAL module improves the understanding of developmental anatomy in medical undergraduates. Use of this module as a self-study material requires further evaluations.&lt;strong&gt;&lt;/strong&gt;&lt;/p&gt;

Applied CAL on Problem Based Learning Using Gagne’s Instructional Design

Abstract— In the Problem-Based Learning (PBL) model, students are expected to study independently. One of the methods that can improve the ability or skill of learners is using Computer Assisted Learning (CAL). Implementation of CAL in PBL should be able to create Self-Directed Learning (SDL) culture through appropriate instructional design and interesting modules. In this paper, the CAL software is developed using multimedia learning principles, convenient appearance, and user-friendly navigation. The CAL’s learning content is designed using Gagne's instructional design. The experiment proved the CAL was able to give effect size 0.89 and developed self-directed learning culture. From the interviews, students were very glad and interested to use the CAL modules because they can learn anytime and can reach the course objectives without a lecturer.

Medical students as human subjects in educational research

Introduction: Special concerns often arise when medical students are themselves the subjects of education research. A recently completed large, multi-center randomized controlled trial of computer-assisted learning modules for surgical clerks provided the opportunity to explore the perceived level of risk of studies where medical students serve as human subjects by reporting on: 1) the response of Institutional Review Boards (IRBs) at seven institutions to the same study protocol; and 2) the thoughts and feelings of students across study sites about being research subjects.Methods: From July 2009 to August 2010, all third-year medical students at seven collaborating institutions were eligible to participate. Patterns of IRB review of the same protocol were compared. Participation burden was calculated in terms of the time spent interacting with the modules. Focus groups were conducted with medical students at each site. Transcripts were coded by three independent reviewers and analyzed using Atlas.ti.Results: The IRBs at the seven participating institutions granted full (n=1), expedited (n=4), or exempt (n=2) review of the WISE Trial protocol. 995 (73% of those eligible) consented to participate, and 207 (20%) of these students completed all outcome measures. The average time to complete the computer modules and associated measures was 175 min. Common themes in focus groups with participant students included the desire to contribute to medical education research, the absence of coercion to consent, and the low-risk nature of the research.Discussion: Our findings demonstrate that risk assessment and the extent of review utilized for medical education research vary among IRBs. Despite variability in the perception of risk implied by differing IRB requirements, students themselves felt education research was low risk and did not consider themselves to be vulnerable. The vast majority of eligible medical students were willing to participate as research subjects. Participants acknowledged the time demands of their participation and were readily able to withdraw when those burdens became unsustainable.

Just enough, but not too much interactivity leads to better clinical skills performance after a computer assisted learning module

Background: Well-designed computer-assisted instruction (CAI) can potentially transform medical education. Yet little is known about whether specific design features such as direct manipulation of the content yield meaningful gains in clinical learning. We designed three versions of a multimedia module on the abdominal exam incorporating different types of interactivity.Methods: As part of their physical diagnosis course, 162 second-year medical students were randomly assigned (1:1:1) to Watch, Click or Drag versions of the abdominal exam module. First, students’ prior knowledge, spatial ability, and prior experience with abdominal exams were assessed. After using the module, students took a posttest; demonstrated the abdominal exam on a standardized patient; and wrote structured notes of their findings.Results: Data from143 students were analyzed. Baseline measures showed no differences among groups regarding prior knowledge, experience, or spatial ability. Overall there was no difference in knowledge across groups. However, physical exam scores were significantly higher for students in the Click group.Conclusions: A mid-range level of behavioral interactivity was associated with small to moderate improvements in performance of clinical skills. These improvements were likely mediated by enhanced engagement with the material, within the bounds of learners’ cognitive capacity. These findings have implications for the design of CAI materials to teach procedural skills.

The Development of a Computer-Assisted Learning Module in Physical Therapy Neurologic Education: A Mixed Methods Case

Computer-assisted learning (CAL) interventions have been used in contemporary allied health and medical education to supplement classroom instruction. Emphasis has shifted from tutorial activities to creating interventions that address higher level critical thinking skills. Purpose: The purpose of this mixed methods study was to investigate student perceptions of their critical thinking skills and overall impression of a CAL intervention. Methods: Videotape of patient treatment activities were embedded into a Microsoft PowerPoint™ presentation to guide students through the processes of evaluation and treatment to create a CAL module. Physical therapy students from two neighboring universities volunteered to participate. Students were randomly assigned to either Group 1 (CAL module) or Group 2 (video) and viewed their intervention following traditional lecture and lab activities. Students then completed Minute Papers and members of Group 1 participated in a Focus Group Discussion. Common threads and themes were generated by triangulating the numerical data from the Minute Papers with the written and verbal responses from the Minute Papers and Focus Group Discussion. Results: Significant differences were detected with the Mann Whitney U tests of the median Likert scores comparing the CAL module and video groups on the Minute Papers on four of seven items. The qualitative data generally revealed positive student perceptions related to the interventions, with the responses being more favorable towards the module than the video intervention. The majority of students felt that the interventions offered visual reinforcement, supplemented their learning experience, and further developed their clinical reasoning skills. Conclusions:Student response to the CAL module was more favorable than to the video alone. This instructional intervention warrants further investigation.

The effect of computer-assisted learning versus conventional teaching methods on the acquisition and retention of handwashing theory and skills in pre-qualification nursing students: A randomised controlled trial

Background High quality health care demands a nursing workforce with sound clinical skills. However, the clinical competency of newly qualified nurses continues to stimulate debate about the adequacy of current methods of clinical skills education and emphasises the need for innovative teaching strategies. Despite the increasing use of e-learning within nurse education, evidence to support its use for clinical skills teaching is limited and inconclusive. Objectives This study tested whether nursing students could learn and retain the theory and skill of handwashing more effectively when taught using computer-assisted learning compared with conventional face-to-face methods. Design The study employed a two group randomised controlled design. The intervention group used an interactive, multimedia, self-directed computer-assisted learning module. The control group was taught by an experienced lecturer in a clinical skills room. Data were collected over a 5-month period between October 2004 and February 2005. Knowledge was tested at four time points and handwashing skills were assessed twice. Setting and participants Two-hundred and forty-two first year nursing students of mixed gender; age; educational background and first language studying at one British university were recruited to the study. Participant attrition increased during the study. Results Knowledge scores increased significantly from baseline in both groups and no significant differences were detected between the scores of the two groups. Skill performance scores were similar in both groups at the 2-week follow-up with significant differences emerging at the 8-week follow-up in favour of the intervention group, however, this finding must be interpreted with caution in light of sample size and attrition rates. Conclusion The computer-assisted learning module was an effective strategy for teaching both the theory and practice of handwashing to nursing students and in this study was found to be at least as effective as conventional face-to-face teaching methods.

Use of computer-assisted learning module to achieve ACGME competencies in orthopaedic foot and ankle surgery.

The Accreditation Council for Graduate Medical Education (ACGME) has charged academic institutions with finding methods to assess learning in specific areas of resident education. Computer-assisted education offers a reliable mode for teaching residents important information and skills. The CD-ROM "Fundamentals of Orthopaedic Foot Care," produced by the American Academy of Orthopaedic Surgeons, was tested as a tool to provide nonoperative foot and ankle care education for a group of orthopaedic residents (N = 14) and a group of family practice residents (N = 11). The CD-ROM's educational format includes an interactive tutorial on anatomy, video demonstrations on selected topics in physical examination and basic treatment of nonoperative problems of the foot and ankle, and patient education information sheets on multiple common foot disorders. Both resident groups scored significantly higher on their post-test exams after spending 1 hour with the computer program (p < or = .05). This study suggests that this program can be used reliably in an orthopaedic residency program to achieve ACGME required competency of "medical knowledge" in evaluation and nonoperative management of common foot and ankle problems.

Development and evaluation of a computer-assisted learning module on glomerulonephritis for medical students

An interactive computer-assisted learning (CAL) module on glomerulonephritis, previously identified by fourth-year medical students as a difficult topic, was developed. The module comprised background material, case studies, graphics, animations, video and supporting quizzes with feedback. The impact of the module on student learning was evaluated by comparing the performance of two matched groups of students, only one of which accessed the CAL module, in an online assessment. The analysis examined the effect of having completed a clinical term in renal medicine. A significant improvement in the performance of those students who used the CAL module was demonstrated. Unexpectedly, completing a renal medicine term had no beneficial influence on students' performance. Students who used the CAL module perceived a significant decrease in the difficulty of the topic. It is concluded that the module is an effective learning tool, but important caveats are noted associated with using CAL modules in redesigned medical curricula.

Visualization technology in medical education

Visualization technology offers the possibility of profoundly changing the way in which osteopathic medical students assimilate basic osteopathic principles by giving them the ability to interactively explore biomechanical components of the musculoskeletal system, and to investigate the effects that changes in physical properties can have on functionality. The authors are developing a multiple-volume series of computer-assisted learning modules that use three-dimensional, visualization technology to enhance the acquisition of knowledge and skills necessary for clinical evaluation and treatment of the lumbar and cervical spines. These materials, designed to serve as an adjunct to teaching strategies that faculty are currently using, are available to students on campus through the Kobiljak Resource Center at Michigan State University College of Osteopathic Medicine (MSUCOM) and via the Internet (http://hal.bim.msu.edu/EdTech) to individuals and groups who are physically removed from the Michigan State University campus. In addition to addressing needs in undergraduate and graduate medical education, these osteopathic materials, delivered to users via CD-ROM, have been approved for obtaining Category 1-B CME credits (http://hal.bim.msu.edu/cme). It is anticipated that the use of these materials will facilitate understanding of static and dynamic relationships among physical components of the musculoskeletal system, thus contributing to ongoing efforts to develop and maintain physician, faculty, and student expertise in areas that are uniquely osteopathic. Although initial efforts were restricted to the cervical and lumbar spines, future modules will include other regions of the body. The ultimate goal is to enable students to visualize the effects of pathologic processes as they interactively control an articulation in three-dimensional space.

Development of computer assisted learning software: the motivation and challenges

Computer Assisted Learning (CAL) has received significant attention in the educational arena for some time, with acceptance in schools, tertiary institutions and continuing professional development. Due to the relatively low demand in the mapping sciences area, resources have not previously been directed towards the development of CAL packages. The receipt of two research grants in 1989/90 and 1993/94 provided the opportunity to formulate two projects with the aim of developing CAL materials on remote sensing. This paper examines two facets: 1) the motivation behind the development of CAL software; and 2) some of the design considerations and challenges associated with the development of CAL modules. These aspects are examined from the perspective of the authors who have experience in using and creating CAL software for remote sensing instruction.

The use of hypertext: demonstration of the methods for investigating an epidemic of meningitis.

The Meningitis Hypertext Case Study is a computer-assisted learning module developed by the Liverpool Epidemiology Programme as part of a comprehensive set of modules and case studies to assist health workers to learn epidemiology. The objectives of the case study are to highlight important concepts in diagnosing an epidemic of meningitis. It has been developed using hypertext software (LINKWAY) which allows interactions with other epidemiological software (EPI INFO) for the analysis of the data. The case study makes extended use of graphical displays, has a 'user-friendly' presentation and can be used by individuals and groups. Our initial experience indicates that this form of computer-assisted learning has considerable potential by providing users with an organized path through a series of problems set in a realistic environment. This could prove to be potentially useful in developing countries where up-to-date learning materials are often unavailable.