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Related Concept Videos

Metacognition01:26

Metacognition

Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...

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Related Experiment Video

Updated: Jun 13, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis.

David A Cook1, Anthony J Levinson, Sarah Garside

  • 1Division of General Internal Medicine and Office of Education Research, Mayo Clinic College of Medicine, Baldwin 4-A, 200 First Street SW, Rochester, MN 55905, USA. cook.david33@mayo.edu

Advances in Health Sciences Education : Theory and Practice
|May 15, 2010
PubMed
Summary

Internet-based instruction and traditional methods take similar learning time. Enhancing feedback and interactivity in online learning can increase time but also improve outcomes, suggesting potential for greater efficiency.

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Published on: September 27, 2020

Area of Science:

  • Health Professions Education
  • Educational Technology
  • Medical Informatics

Background:

  • Authors claim Internet-based instruction offers greater learning efficiency than non-computer methods.
  • Evidence synthesis is needed to compare learning time and efficiency of Internet-based instruction versus traditional methods in health professions education.

Purpose of the Study:

  • To systematically synthesize evidence on Internet-based instruction in health professions education.
  • To compare learning time between Internet-based and non-computer instruction.
  • To identify features of Internet-based instruction associated with improved learning efficiency.

Main Methods:

  • Systematic literature search of MEDLINE, CINAHL, EMBASE, and ERIC (1990-2008).
  • Inclusion of studies quantifying learning time for Internet-based instruction for health professionals compared to other instruction.
  • Independent, duplicate data abstraction by reviewers on interventions, outcomes, and study design.

Main Results:

  • Twenty eligible studies were identified.
  • Meta-analysis showed no significant difference in learning time between Internet-based and non-computer instruction (ES -0.10, p = 0.63).
  • Features like feedback (ES 0.67, p = 0.003) and interactivity (ES 0.25, p = 0.089) increased learning time but often enhanced outcomes; adapting to prior knowledge saved time.

Conclusions:

  • Internet-based instruction and non-computer instruction require comparable learning time.
  • Strategies enhancing feedback and interactivity can prolong learning time but frequently improve outcomes.
  • Potential exists for optimizing efficiency in Internet-based instruction through specific instructional design.