Acceptance of technology-enhanced learning for a theoretical radiological science course - a randomized controlled trial
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Acceptance of technology-enhanced learning for a theoretical radiological science course - a randomized controlled trial. / Nkenke, Emeka; Vairaktaris, Elefterios; Bauersachs, Anne; Eitner, Stephan; Budach, Alexander; Knipfer, Christian; Stelzle, Florian.
In: BMC MED EDUC, Vol. 12, 30.03.2012, p. 18.Research output: SCORING: Contribution to journal › SCORING: Journal article › Education › peer-review
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TY - JOUR
T1 - Acceptance of technology-enhanced learning for a theoretical radiological science course - a randomized controlled trial
AU - Nkenke, Emeka
AU - Vairaktaris, Elefterios
AU - Bauersachs, Anne
AU - Eitner, Stephan
AU - Budach, Alexander
AU - Knipfer, Christian
AU - Stelzle, Florian
PY - 2012/3/30
Y1 - 2012/3/30
N2 - BACKGROUND: Technology-enhanced learning (TEL) gives a view to improved education. However, there is a need to clarify how TEL can be used effectively. The study compared students' attitudes and opinions towards a traditional face-to-face course on theoretical radiological science and a TEL course where students could combine face-to-face lectures and e-learning modules at their best convenience.METHODS: 42 third-year dental students were randomly assigned to the traditional face-to-face group and the TEL group. Both groups completed questionnaires before the beginning and after completion of the course on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning. After completion of the course both groups also filled in the validated German-language TRIL (Trierer Inventar zur Lehrevaluation) questionnaire for the evaluation of courses given at universities.RESULTS: Both groups had a positive attitude towards e-learning that did not change over time. The TEL group attended significantly less face-to-face lectures than the traditional group. However, both groups stated that face-to-face lectures were the basis for education in a theoretical radiological science course. The members of the TEL group rated e-mail reminders significantly more important when they filled in the questionnaire on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning for the second time after completion of the course. The members of the technology-enhanced learning group were significantly less confident in passing the exam compared to the members of the traditional group. However, examination results did not differ significantly for traditional and the TEL group.CONCLUSIONS: It seems that technology-enhanced learning in a theoretical radiological science course has the potential to reduce the need for face-to-face lectures. At the same time examination results are not impaired. However, technology-enhanced learning cannot completely replace traditional face-to-face lectures, because students indicate that they consider traditional teaching as the basis of their education.
AB - BACKGROUND: Technology-enhanced learning (TEL) gives a view to improved education. However, there is a need to clarify how TEL can be used effectively. The study compared students' attitudes and opinions towards a traditional face-to-face course on theoretical radiological science and a TEL course where students could combine face-to-face lectures and e-learning modules at their best convenience.METHODS: 42 third-year dental students were randomly assigned to the traditional face-to-face group and the TEL group. Both groups completed questionnaires before the beginning and after completion of the course on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning. After completion of the course both groups also filled in the validated German-language TRIL (Trierer Inventar zur Lehrevaluation) questionnaire for the evaluation of courses given at universities.RESULTS: Both groups had a positive attitude towards e-learning that did not change over time. The TEL group attended significantly less face-to-face lectures than the traditional group. However, both groups stated that face-to-face lectures were the basis for education in a theoretical radiological science course. The members of the TEL group rated e-mail reminders significantly more important when they filled in the questionnaire on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning for the second time after completion of the course. The members of the technology-enhanced learning group were significantly less confident in passing the exam compared to the members of the traditional group. However, examination results did not differ significantly for traditional and the TEL group.CONCLUSIONS: It seems that technology-enhanced learning in a theoretical radiological science course has the potential to reduce the need for face-to-face lectures. At the same time examination results are not impaired. However, technology-enhanced learning cannot completely replace traditional face-to-face lectures, because students indicate that they consider traditional teaching as the basis of their education.
KW - Adult
KW - Attitude to Computers
KW - Computer-Assisted Instruction
KW - Consumer Behavior
KW - Education, Dental
KW - Female
KW - Germany
KW - Humans
KW - Male
KW - Models, Theoretical
KW - Radiology
KW - Surveys and Questionnaires
KW - Teaching
KW - Young Adult
KW - Journal Article
KW - Randomized Controlled Trial
KW - Research Support, Non-U.S. Gov't
U2 - 10.1186/1472-6920-12-18
DO - 10.1186/1472-6920-12-18
M3 - SCORING: Journal article
C2 - 22463757
VL - 12
SP - 18
JO - BMC MED EDUC
JF - BMC MED EDUC
SN - 1472-6920
ER -