POSTER
Web-based Learning: Healthcare Student Perceptions
Carlos Baptista and Susan Batten, Medical
ABSTRACT:
Healthcare
student preparation to exploit web-based learning resources varies. The extent to which individuals apply computer-based
knowledge efficiently and meaningfully is crucial when content is complex and
time is constrained.
The
purpose of this longitudinal exploratory study was to identify student level of
computer competence, experience with related technologies, and overall use and
satisfaction with web-based learning.
378 participants (33% School of Medicine, 47% School of Nursing, 20%
Graduate School) with a mean age of 25.9 (range 20-57) completed a 54-item tool
to identify level of computer competence.
A 15-item self-report measure was used to determine learning style
preference; two or more longitudinal web-based outcome surveys were used to
identify conditions that enhanced learning.
Computer proficiency [F(1,346)=25.04,p.000] and technology utilization
[F(1,342)=15.31,p.000 differed significantly by gender, with males
scoring higher than females. Kinesthetic
preference (54%) predominated over visual (37%) and auditory (9%) learning
style; oddly, auditory learners (score of 69.00) rated web-based learning as
more satisfying than visual (score of 54.35) and kinesthetic (score 56.53)
learners. This later contradictory finding
bears further investigation.
Healthcare students with a high grade
point average (range 2.5 to 4.0, mean 3.4) self-identified as being more
successful with web-based learning (mean 54.35, SD 26.20) on an analog scale
from 0 to 100. Student responses indicate
that efficiency of online study is associated with the quality of online
material [r (103)=.589, p.000]. Analysis of qualitative responses revealed
easy access, interactivity, good design and high speed systems as enablers;
barriers were decreased interpersonal communication and ability to mask or
disguise actual performance.
Medical students (mean rating of 77.38)
and graduate students (mean rating of 90.0) and RN/BSN students (mean rating of
83.58) considered the quality of online units much higher than did basic
nursing students (mean rating of 57.35); range of scores was 0 to 100.Ability
to apply new knowledge was enhanced by repetitive exposure to material; most
students qualitative response was how easy it was to bypass subject matter already
mastered.
Implications for healthcare education
include assessing level of competence before online study is initiated, and
that web-based format is not a significant deterrent to learning exceptionally
complex material.
BENEFIT TO PARTICIPANTS ATTENDING SESSION:
Attendees will be able to identify specific
needs of healthcare education students (medicine, nursing, allied health,
biomedical and doctoral) for web-based learning. Student evaluation of online
material will provide faculty with indicators of successful course development.
Carlos A C Baptista
MD PhD
Center for Creative
Education, 2117
Medical
Phone: 419-383-4283
Website: http://www.medmotion.com/
CO-AUTHORS:
Susan W G Batten
Phone: 419-383-5859
Fax: 419-383-5894