POSTER
Old Dogs and New Tricks
Susan Batten and Carlos Baptista, Medical
ABSTRACT:
The
transformation in healthcare education from classroom to web-based format
continues to gain momentum. Faculty
attempt to reconcile with the appeal for a new teaching style and mode, yet
maintain high expectation that old strategies might suffice. With the advent of web-based learning,
faculty is expected to convey increasingly complex content via a dynamic
communication medium instead of within bricks-and- mortar boundaries.
The
goal of this longitudinal exploratory study was to identify faculty factors
that contribute to quality course development and characteristics of web-based
teaching elements. Learning style
preference was determined via a 15-item self-report instrument; level of computer
competence was measured with a 54-item skill list, then computer
recoded as either basic, intermediate, and advanced level. Eighteen demographic characteristics were
assessed initially, then 22 qualitative questions
posed to ascertain motivation factors, integration and evaluation strategies,
along with effectiveness and satisfaction with web-based teaching.
The
142 participants were diverse in relationship to computer proficiency [F(91,138)=15.08, p.175], with professor and
instructor mean scores lower than assistant and associate rank faculty; female
faculty were less skilled than male colleagues, but as likely to use related
technologies. The distribution of visual
(43%), kinesthetic (50%) auditory preference (7%) deviates significantly from
previously published studies related to learning style.
Higher
rank faculty were more productive in development of web-based content and
courses [F(2,76)=9.64, p.000]; range of productivity was 1 to 96
distinct units. Faculty with fewer years
teaching experience placed mostly static material online, while mature teachers
created animations, managed discussion formats and incorporated interactive
exercise, voice, video and links. Four
factors motivated faculty to teach online: promise of new computer equipment,
being asked to develop online courses, opportunity to promote learner
flexibility, and personal interest in alternative modes for didactic
content. All participants were uncertain
about what constitutes effective online course management; most faculty reported
spending at least two hours per student each week online, in discussion rooms
or course related activities.
Over
1500 classes or courses on the Academic Intranet were assessed. The predominate pedagogy was lecture and
slides; however, 315 units contained real-world applications such as case
studies or clinical information. A
web-based Online Assessment Tool was developed to compile information; 36 items
were utilized to categorize each unit and 64 items allowed critique of elements
related to aesthetics and format. There
was a statistically significant difference between "good" and
"poor" content quality [F(2,1507)=15.63, p.000], which was
validated by student evaluation of web-based units and courses.
With
over 540 learning activities built into the various units, there is good evidence
that faculty are encouraging active knowledge mastery or application and not
rote memorization. Clear identification
of authorship was missing from a majority of units, something "old
dogs" and "new dogs" need to distinguish if web-based production
will be incorporated in the professional portfolio.
BENEFIT TO PARTICIPANTS ATTENDING SESSION:
The session will
identify characteristics of successful web-based healthcare education and
encourage faculty to produce online learning content. The copyrighted Online
Assessment Tool will be provided for conference participant’s use.
Susan W G Batten RN
PhD
Medical College of
Ohio
School of Nursing:
Collier 4428
3015 Arlington Avenue
Toledo, Ohio 43614
Phone: 419-383-5859
Fax: 419-383-5894
CO-AUTHORS:
Carlos A C Baptista
MD PhD
Medical College of
Ohio
Medical College of
Ohio
Center for Creative
Education 2117
3035 Arlington Avenue
Toledo, Ohio 43614
Phone: 419-383-4283