E-learning Package Research Articles

Websites of note

Websites of note

Providing Formative Feedback From a Summative Computer-aided Assessment

To examine the effectiveness of providing formative feedback for summative computer-aided assessment. Two groups of first-year undergraduate life science students in pharmacy and neuroscience who were studying an e-learning package in a common pharmacology module were presented with a computer-based summative assessment. A sheet with individualized feedback derived from each of the 5 results sections of the assessment was provided to each student. Students were asked via a questionnaire to evaluate the form and method of feedback. The students were able to reflect on their performance and use the feedback provided to guide their future study or revision. There was no significant difference between the responses from pharmacy and neuroscience students. Students' responses on the questionnaire indicated a generally positive reaction to this form of feedback. Findings suggest that additional formative assessment conveyed by this style and method would be appreciated and valued by students.

Development and evaluation of an e-learning package for teaching skin examination. Action research

Dermatology is one of many specialities competing for space in the undergraduate curriculum, and recent review reveals that in some medical schools only a minority of students receives direct teaching from dermatologists. Enlargement of medical schools and dispersion of students over multiple sites further increase the strain on teaching resources. To develop and obtain 'proof of concept' for a technology to teach skin examination, using an approach grounded in modern theories of learning. The requirements for an e-learning technology were identified through literature review and qualitative analysis of stakeholders' requirements with respondent and expert validation. A method of teaching skin examination was developed by applying Anderson's theory of skills acquisition. It was prototyped first on paper, then electronically, and its usability as an instructional tool was evaluated. The project delivered, firstly, a specification for skin examination derived from published evidence, textbook content, and staff and student consensus; and secondly, a very useable technology to help students learn skin examination (http://www.skillsbase.man.ac.uk). A validation task was completed in 20 min without significant usability problems, and evaluators found it simple, intuitive, interactive and enjoyable to use. Students saw it as an adjunct that would help them build confidence and revise for examinations. Nonstakeholder teachers expressed concern about the apparent simplicity of its contents and felt that it should only be used in association with traditional teaching methods. Students, educationalists and teachers were able to codesign a useable skin examination package, which merits evaluation of efficacy. In view of the logistic difficulties of teaching dermatology to the growing student population, the technology may be a useful adjunct to traditional teaching methods. Our approach may inform further developments in educational technology in dermatology.

Usability Testing of BusinessThinkingTM e-Learning CD-ROMs with Older Adults

BusinessThinkingTM is a computer-based e-learning package designed to teach technology skills and business information to adults, ages 50–69, who remain in the workforce. This article outlines results from usability testing for the material on using technology applications (Microsoft Word, PowerPoint, Excel and the Internet), and career development (career management and preretirement planning. In Study 1, a usability test was conducted to ensure that the material was user-friendly. In Studies 2 and 3, the PowerPoint and career development materials were redesigned according to the findings from Study 1. Results indicated that the redesign was effective in increasing navigation of the material.

Can e-learning be used as an effective training method for people over age 50? A pilot study

This research evaluated the effectiveness of an e-learning package (in CD-ROM format) called BusinessThinking ™ to teach technology skills and business information to adults aged 50-69. In the first pilot study, pre- and post-tests were conducted to determine if seven participants could learn career-related material. In the second pilot study, pre- and post-test assessments were used to evaluate whether seven other participants could gain PowerPoint skills. Results suggested that the BusinessThinking™ e-learning package would be an effective training platform to enable mature adults to learn skills and information from two very different sets of material. On average, the participants improved 23% on the post-test scoring of the career management material and 46% on the post-test scoring on PowerPoint skill development.

An E-Learning Experience: A written analysis based on my experience in an e-Learning Pilot Project

This article reports the experience of an e-Learning pilot project selected by the Educational Technology Unit (EduTech) of the Centre for Academic Development (CAD), University of Botswana (UB). This e-Learning package was designed and delivered in connection with the three-credit course “Issues and Trends in Early Childhood Education” (EPI-642), which is required for the first year of the master’s program in the Department of Primary Education. The course was taught via a flexi-time, gradual, phase-by-phase transition from traditional face-to-face teaching to the electronic medium of an e-Learning lab (called SMART classroom). This course utilized a student centred e-Learning package that retained the learning qualities of traditional teaching, personal guidance, and mentoring, while seeking to enhance students’ research and computer skills.

Development of an E-learning package to support training in infection control

Development of an E-learning package to support training in infection control