Computer Basic Course Research Articles

Research and practice of computer basic course at medical colleges

Through the research and practice of computer basic course at medical colleges, the paper summarizes the experience of using modern technical means, to reform the traditional teaching ideas, teaching methods, teaching means and teaching management, to diversify teaching resources sharing. It also analyzes the shortcomings and makes recommendations to further strengthen the course development. Key words: Computer basic course; Teaching resources; Blackboard learning platform

Students’ Inductive Reasoning Skills and the Relevance of Prior Knowledge: An Exploratory Study With a Computer-Based Training Course on the Topic of Acne Vulgaris

Background: The importance of inductive instruction in medical education is increasingly growing. Little is known about the relevance of prior knowledge regarding students’ inductive reasoning abilities. Purpose: The purpose is to evaluate this inductive teaching method as a means of fostering higher levels of learning and to explore how individual differences in prior knowledge (high [HPK] vs. low [LPK]) contribute to students’ inductive reasoning skills. Methods: Twenty-six LPK and 18 HPK students could train twice with an interactive computer-based training object to discover the underlying concept before doing the final comprehension check. Results: Students had a median of 76.9% of correct answers in the first, 90.9% in the second training, and answered 92% of the final assessment questions correctly. More important, 86% of all students succeeded with inductive learning, among them 83% of the HPK students and 89% of the LPK students. Conclusions: Prior knowledge did not predict performance on overall comprehension. This inductive instructional strategy fostered students’ deep approaches to learning in a time-effective way.

Navy Self-Paced Computer-Based Courses: Practical Implications of Saving Time Under Instruction (UI)

Previous research has shown that converting courses to computerized self-paced format usually decreases average time under instruction (UI). This study addressed three different Navy A-School course conversions, with a total of 4,417 students over 3 years. Converting courses to computerized self-paced format decreased UI by 12–42%, resulting in significant cost savings. These savings persisted, even when considering a decreased graduation rate in one class and increased time awaiting transfer (AT) in others. However, some aspects of instructional management became more difficult because of the increased dispersion of students' UI times. These findings have implications for instructional design.

Comparison of two instructional modalities for nursing student CPR skill acquisition

Aims The purpose of the study was to compare performance based measures of CPR skills (compressions, ventilations with bag-valve-mask (BVM), and single rescuer CPR) from two types of CPR courses: a computer-based course (HeartCode™ BLS) with voice advisory manikin (VAM) feedback and instructor-led (IL) training with traditional manikins. Methods 604 nursing students from 10 schools of nursing throughout the United States were randomized by school to course type. After successful course completion, students performed 3 min each of compressions; ventilations with BVM; and single rescuer CPR on a Laerdal Resusci Anne ® SkillReporter™ manikin. The primary outcome measures were: (1) compression rate, (2) percentage of compressions performed with adequate depth, (3) percentage of compressions performed with correct hand placement, (4) number of ventilations/min, and (5) percentage of ventilations with adequate volume. Results There were no differences in compression rates between the two courses. However, students with HeartCode BLS with VAM training performed more compressions with adequate depth and correct hand placement and had more ventilations with adequate volume than students who had IL courses particularly when learning on hard molded manikins. During single rescuer CPR, students who had HeartCode BLS with VAM training had more compressions with adequate depth and ventilations with adequate volume than students with IL training. Conclusion Students who trained using HeartCode BLS and practiced with VAMs performed more compressions with adequate depth and ventilations with adequate volume than students who had IL courses. Results of this study provide evidence to support use of HeartCode BLS with VAM for training nursing students in CPR.

Computer-based learning versus practical course in pre-clinical education: Acceptance and knowledge retention

Background: Computer-based learning is a tool that, when designed appropriately, can be used to effectively meet worthy educational goals.Aims: This study aimed to compare acceptance and effectiveness of a tutored computer-based practical course (CPC) with a traditional biochemical laboratory experiment in pre-clinical medical education.Method: Under quasi-randomised conditions two cohorts of second-year medical students performed either a CPC or a laboratory experiment. Students’ perceptions were obtained by assessment questionnaires, knowledge retention was investigated by post test.Results: The students evaluated the CPC highly significantly better than the laboratory experiment. Students performing the CPC demonstrated a statistically significant greater knowledge retention compared to students who performed the laboratory experiment.Conclusions: These findings show that learning objectives concerning basic biochemical knowledge can be acquired in a CPC and that medical students accept such a CPC as a substitute for a real laboratory experiment.

Women who learn computing like men: different gender positions on basic computer courses in adult education

This article argues that research on gender and adult learning too often regards men and women as unified and separate groups, and does not take intra‐gender variation into account. It presents one possible approach to address this problem, in a study of 142 women and 35 men attending basic computer courses in Swedish municipal adult education centres. Two clusters of learning patterns and computer attitudes were found among these students. All men and 20% of the women belonged to one of them, while the other cluster only included women. In this article, gender transgressors, i.e. those women who belonged to the masculine cluster, are focused on and compared with the rest of the women and the men. This is an explorative study with a small sample, but it raises questions about the diversity of students in computer classes in adult education, and points out the importance of taking the variation among female students into account.

Evaluation of the MoleMateTM training program for assessment of suspicious pigmented lesions in primary care

Pigmented skin lesions or 'moles' are a common presenting problem in general practice consultations: while the majority are benign, a minority are malignant melanomas. The MoleMate system is a novel diagnostic tool which incorporates spectrophotometric intracutaneous analysis (SIAscopy) within a non-invasive scanning technique and utilises a diagnostic algorithm specifically developed for use in primary care. The MoleMate training program is a short, computer-based course developed to train primary care practitioners to operate the MoleMate diagnostic tool. This pre-trial study used mixed methods to assess the effectiveness and acceptability of a computer-based training program CD-ROM, developed to teach primary care practitioners to identify the seven features of suspicious pigmented lesions (SPLs) seen with the MoleMate system. Twenty-five practitioners worked through the MoleMate training program: data on feature recognition and time taken to conduct the assessment of each lesion were collected. Acceptability of the training program and the MoleMate system in general was assessed by questionnaire. The MoleMate training program improved users' feature recognition by 10% (pre-test median 73.8%, p<0.001), and reduced the time taken to complete assessment of 30 SPLs (pre-test median 21 minutes 53 seconds, median improvement 3 minutes 17 seconds, p<0.001). All practitioners' feature recognition improved (21/21), with most also improving their time (18/21). Practitioners rated the training program as effective and easy to use. The MoleMate training program is a potentially effective and acceptable informatics tool to teach practitioners to recognise the features of SPLs identified by the MoleMate system. It will be used as part of the intervention in a randomised controlled trial to compare the diagnostic accuracy and appropriate referral rates of practitioners using the MoleMate system with best practice in primary care.

A Comparison of the Effectiveness of Computer-Based Learning Courses Among Nursing Staff

A Comparison of the Effectiveness of Computer-Based Learning Courses Among Nursing Staff

Learning to learn and learning to teach — Introduction to studies in higher education

Background: How students are introduced to their studies will affect the quality of learning. This project deals with tools for lifelong learning to increase students’ awareness of learning how to learn. In parallel to an introductory course for students, a course for teachers was given with a focus on tutoring students.Aims: To evaluate an interprofessional transition course for first-year health science students, the LearnAble project, and a teachers’ course aiming to support students to be successful in their learning.Method: The project was followed up by a computer-based course evaluation, reflective journals, the Learning Process Questionnaire and the Approaches to Teaching Inventory. The questionnaires were distributed before and after the courses. Teachers (n = 31) and students (n = 270) in two courses from different health educations participated.Results: Students’ approaches to the course and to learning could be described as technical/reproductive, seeking for an identity or as reflective/transformative. The evaluation indicates that a deep approach to the studies among the students was related to higher age and female gender. Teachers with earlier pedagogical education supported students more in the attempts to question their own understanding.Conclusion: The most obvious result was the positive impact of being a tutor for a group of students in parallel to studying pedagogy.

A Methodical Formative Evaluation of Computer Literacy Course: What and How to Teach

Introduction Evaluation is the process of gathering information that will facilitate improving a program (formative) or that will help determining its value (summative). Many experts have analyzed the difference between and summative evaluation. Markle (1989) stated that summative is to prove but is to improve the programs or the product. According to Baker and Alkin (1973), summative is the for validation while is the for revision. The term formative evaluation was coined by Scriven (1967) and is the process of collecting qualitative or quantitative data during the developmental stage of the instructional design process (Seels & Glasgow, 1990). The data collected is used to provide immediate feedback and helps to make revisions or modifications to the program before the final product is developed. One can evaluate almost anything, such as a person, a curriculum, a student, a process, a product, or a program (Tessmer, 1993). In the process of instructional development, the instructional designer evaluates the instructional materials to determine weaknesses in the instruction so that the material can be modified (Smith & Ragan, 1999). In this study, the focus of research is a approach where is done to improve the curriculum design of computer rather than a summative to prove the overall effectiveness of the curriculum. Formative of the course helped the instructors identify if the students achieved sufficient mastery of skills in the curriculum for the course, or if further instruction was needed in specific areas. It also helped to identify if both the instructors and students agreed on the importance of the instructional content and strategies of the course. Formative Evaluation in Computer Literacy Computer has been defined as an understanding of computer characteristics, capabilities, and applications, as well as ability to implement this knowledge in the skillful, productive use of computer applications suitable to individual roles in society (Simonson, Mauere, Montag-Toradi, & Whitaker, 1987, p. 233). Gupta (2006) defines it as the individual's ability to operate a computer system. This includes having a basic understanding of the file management processes such as formatting a disk and how to save, copy, delete, open, and print documents. It also involves using computer applications software to perform personal or job-related tasks, using web browsers and search engines online, and being able to email. Computer is a fundamental part of the undergraduate curriculum in this decade. It is as basic to undergraduate students as the course work in the core curriculum (Dugger, Meade, Delany, & Nichols, 2003). Students educated in computer use the computer skills in most of the other courses in their discipline. Previous studies have found that computer competency is essential to both academic and career achievement (Davis, 1999). Many studies have discussed the contents of computer course and instructional strategies in terms of learning effectiveness. An all-purpose computer literacy class that expects everything to be taught in one semester is considered unrealistic (Beard, 1993). According to Ndahi and Gupta's study (2000) on workforce training, the most frequently required computer skills were word processing and the knowledge of database software. In addition, the trainees voiced a strong interest in learning file management and preparing presentations. Gupta (2006) found that basic parts and functions of information systems, system software, security and privacy issues, the use of application software (word processor, using a spreadsheet, preparing a presentation), and accessing remote computers should be among the course objectives of a basic computer course. …

The Limits of Training in Iraqi Force Development

The National Strategy for Victory in Iraq has three avenues: the political track, the economic track, and the security track. (1) While the three are mutually reinforcing, the national strategy is largely dependent on significantly improving security. Moreover, security has been most important and pressing objective since the summer of 2003. (2) As noted then by Douglas Feith, Undersecretary of Defense for Policy, Without security, we can't rebuild the Iraqi infrastructure and protect it from sabotage, nor we expect Iraqi political life to revive if Iraqis don't feel secure enough to travel, go to meetings, express their views without intimidation. (3) In July 2003, former Deputy Secretary of Defense Paul Wolfowitz articulated the basic US exit strategy: properly train the Iraqi police, army, and civil defense forces and they will take over the security work being done by Americans. (4) This carried forward into the national strategy, which contains the core assumption that while the United States can help, assist, and train, Iraqis will ultimately be the ones to eliminate their security threats over the long term. (5) Prominent critics have repeatedly called on the administration to accelerate the training of Iraqi forces, or quickly finish it. (6) None, however, has challenged the core assumption that US forces are mostly going to train their way out of Iraq. It would appear, therefore, that training the Iraqi forces is one of our most important and pressing objectives, a key to victory. To that end, some of the world's best instructors have trained over 277,000 Iraqi security forces. (7) Courses have ranged from basic police officer training to special commando training. More than 40 countries have participated in this effort, with billions of dollars spent. (8) Other coalition forces have mentored the Iraqis through field exercises and supervision. Yet despite significant progress, there is nearly universal agreement that Iraqi forces will not be able to take over our security responsibilities any time soon. Why hasn't all of this training solved the problem? At least part of the answer is that training is the wrong intervention for many of the ills in the Iraqi security forces and society. Training help solve many human performance issues. It help make great armies. It is rarely, however, the entire solution, and it is a poor match for many of the problems identified in the National Strategy for Victory in Iraq. As the painful events of the last three years have shown, more training courses are not going to stabilize Iraq. This article explains why and provides a clearer lens through which to view this key part of the overall mission. The Power of Training Training is a form of performance intervention designed to improve the skills, knowledge, and, to some extent, the attitudes of students. This often leads to improved work performance. In the US armed forces, training is used to solve or prevent problems ranging from bad mess hall food to unstable nuclear weapons. It also supports new performances. Training is normally thought of as a specific course of instruction, usually in a classroom or at a training facility. On-line and computer-based courses are also becoming more widespread. Other learning activities such as unit exercises, drills, and individual performance counseling are also sometimes called training; however, the national strategy appears to use the label for these types of programs. Thus, US forces are said to be training and mentoring the Iraqi forces, or helping, assisting, and training them. (9) A good training program begins with some sort of analysis of the gap between current and desired knowledge and skills. Many programs, however, assume that the incoming students know little about the material and focus on identifying the desired end-state. For more complex matters, the analysis may be called a competency map; that is, a formal effort to identify, list, track, label, and measure the knowledge, skills, attributes, attitudes, and traits necessary for a student to succeed at various levels of an organization. …

Virtual bioinformatics distance learning suite*

Distance learning as a computer-aided concept allows students to take courses from anywhere at any time. In bioinformatics, computers are needed to collect, store, process, and analyze massive amounts of biological and biomedical data. We have applied the concept of distance learning in virtual bioinformatics to provide university course material over the Internet. Currently, we provide two fully computer-based courses, "Introduction to Bioinformatics" and "Bioinformatics in Functional Genomics." Here we will discuss the application of distance learning in bioinformatics training and our experiences gained during the 3 years that we have run the courses, with about 400 students from a number of universities. The courses are available at bioinf.uta.fi.

A tele-otology course for primary care providers.

The shortage of otolaryngologists and the high incidence of ear disease in remote areas are major problems in Australia. We have developed a multimedia course for primary care providers that incorporates material about ear anatomy and physiology, ear disease, video-otoscopy and telemedicine software. The computer-based course was followed by a practical one-day course. A multiple-choice test was given to participants before and at the end of the course and a form was used to record feedback. The course was conducted with 30 aboriginal health workers. The participants were able to obtain images of reasonable to good quality after a short period of training. There was an average improvement of about 25% in the test scores, and the feedback regarding the course was extremely positive. The CD-ROM and the Website provide a valuable resource to assist primary care providers in their care of patients with ear disorders.

Cognitive Minds and Connected Markets: A Computer-Based Consumer Behavior Course Module for the Digital Future

This paper presents an innovative instructional module for undergraduate Consumer Behavior courses, based on its implementation at a regional Midwestern university for the past three years. The proposed Market Interaction Modeling (MIM) project fills the void in experiential methods, information technology integration, and real world relevance that has been repeatedly called for in the marketing education literature. The MIM module blends the necessary cognitive choice theory with poignant digital market connectivity themes, while also providing experiential learning opportunities that exceed the traditional sufficiency level for the Consumer Behavior course.

Expanding the role of computers in physics education: a computer-based first-year course on computational physics and data analysis

We describe the design and implementation of a new first-year physics course introduced at Memorial University. This course makes extensive use of computers for the collection and analysis of experimental data and for modeling of physical phenomena. Major goals of the course are to educate students in the use of computers as a tool for doing science, to emphasize the interplay between theory and experiment in physics, and to enhance the students' learning of physics through inquiry-based and collaborative learning. Some preliminary results as to the effectiveness of the course in meeting these goals are presented. PACS Nos.: 01.50.Ht, 01.40.Di, 01.50.Lc

Computer-Based Thermodynamics

A new computer-based approach to teaching thermodynamics is being developed and tried by two mechanical engineering professors at the U.S. Naval Academy. The course uses sophisticated software, in this case CyclePad, to work all of the homework problems. A new text, written with traditional theory but computer-based problems, accommodates the new approach. The new course is scheduled for Fall Term 2001 at the Naval Academy. Computer-based thermodynamics courses teach the same theory as traditional thermodynamics courses as well as the same types of problems. However, traditional thermodynamic cycle hand calculations are replaced by cycle calculations using CyclePad. This new example of Intelligent Computer-Assisted Instruction, ICAI, switches emphasis from learning cycle calculations to learning cause and effect through parametric analysis. Parametric analysis is made feasible through experimentation using computer models. For this, CyclePad has artificial intelligence, sensitivity analysis and graphical presentation capabilities. Traditionally, thermodynamics culminates in analysis of the thermodynamic cycles. In this course, students will progress well beyond traditional thermodynamics courses by emphasizing cycle analysis.

Is That Your Final Answer? Relationship of Changed Answers to Overall Performance on a Computer-Based Medical School Course Examination

Background: Whether examinees benefit from the opportunity to change answers to examination questions has been discussed widely. Purpose: This study was undertaken to document the impact of answer changing on exam performance on a computer-based course examination in a second-year medical school course. Methods: This study analyzed data from a 2 hour, 80-item computer delivered multiple-choice exam administered to 190 students (166 second-year medical students and 24 physician's assistant students). Results: There was a small but significant net improvement in overall score when answers were changed: one student's score increased by 7 points, 93 increased by 1 to 4 points, and 38 decreased by 1 to 3 points. On average, lower-performing students benefited slightly less than higher-performing students. Students spent more time on questions for which they changed the answers and were more likely to change items that were more difficult. Conclusions: Students should not be discouraged from changing answers, especially to difficult questions that require careful consideration, although the net effect is quite small.

Gifted students' individual differences in distance-learning computer-based calculus and linear algebra

We examine student performance in computer-based calculus and linear algebra courses offered by Stanford University to pre-college students of high mathematical ability. Our analysis puts special emphasis on modeling student performance over time and on capturing long-term trend effects. The sequential nature of students' responses to course exercises is characterized through the use of stochastic and nonlinear models. We find that student performance varies widely within this group for a variety of different measures, including error rates, times to completion, progress rates, and latency of response. In addition, we measure the informational efficiency of the courses through a Markov order analysis of student response sequences. For the performance measures studied, the 75th and the 25th percentile of sampled values differ by a factor of approximately two. We also find that there is little correlation among the performance measures, which suggests that student performance in this ability range may not be well characterized by any single performance measure or ability parameter.

A VRML-Java-Based Approach to Teaching APT Programming

This paper describes an on-line web-based and computer-based teaching course that has been developed using Information Technology (IT), for use as a supplementary tool in teaching Automatically Programmed Tool (APT) programming. APT is one of the most widely used high-level software tools for complex numerical-controlled machining. APT programming is being offered as one of the third year elective modules in the Mechanical Engineering Department at the National University of Singapore. An APT program is a long series of commands describing the geometry of the work-piece to be machined, as well as the path that a cutter must follow in order to produce the part. HyperText Markup Language (HTML), Java and Virtual Reality Modelling Language (VRML) are the primary languages used to develop this teaching package. They are essential in presenting standard ASCII text and in adding interactivity to the teaching package. They also provide the platform for delivering two-dimensional (2–D) as well as three-dimensional (3–D) work-piece geometry and tool cutting simulations to enhance the understanding and aid in the visualization of the APT language on the Internet. The course content of this elective module has been carefully organized using a combination of linear and hierarchical structures and presented in a series of web-pages to allow students to easily grasp the concepts. Illustrations of a 3–D work-piece as well as the machining path of a cutter are often difficult on a flat 2–D and non-moving piece of transparency. The simulations of machining paths using VRML together with the interactivity offered to the students in visualizing these simulations significantly enhance the students' understanding of the concepts.

Computer-Based Course of Laboratory Works in Molecular Physics

The use of computer simulation for teaching physics and problems and specific features of a computer-based laboratory practical work are discussed. A series of computer-based laboratory works in molecular physics developed by the author is detailed.