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Published on: September 27, 2020
Learning preferences, computer attitudes, and student evaluation of computerised instruction.
David J Steele1, Jodi E Johnson Palensky, Thomas G Lynch
1Department of Family Medicine, College of Medicine, University of Nebraska Medical Center, Omaha, Nebraska, USA. david.steele@med.fsu.edu
Medical Education
|March 7, 2002
Summary
Student learning preferences and computer attitudes did not affect their evaluation of a computer-assisted instruction (CAI) program. However, students feared CAI might reduce valuable student-teacher interaction.
Area of Science:
- Medical Education
- Educational Technology
Background:
- Surgical clerkship at the University of Nebraska Medical Center.
- Focus on computer-assisted instruction (CAI) in medical training.
Purpose of the Study:
- To examine the link between student learning preferences, computer attitudes, and their evaluation of a CAI program.
- To understand student perceptions of CAI in a surgical clerkship setting.
Main Methods:
- Mixed-methods approach using attitudinal surveys and qualitative interviews.
- 151 third-year medical students completed a CAI module on angiography.
- Learning Preference Inventory (LPI) and Computer Attitudes Survey (CAS) administered pre-program; evaluations and interviews post-program.
Main Results:
- No significant relationship found between learning preferences, computer attitudes, and CAI program evaluation.
- Students positively rated the CAI program's content, clarity, organization, ease of use, efficiency, and effectiveness.
- Despite positive evaluations, many students preferred traditional lecture and text-based learning and expressed concerns about reduced student-teacher contact.
Conclusions:
- Student learning preferences and prior computer attitudes did not influence their reactions to the evaluated CAI program.
- A key concern among students is that computer-assisted instruction may negatively impact the traditional student-teacher relationship.
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