Using computer-assisted learning to engage diverse learning styles in understanding business management principles

Area of Science:

• Chiropractic Education
• Educational Technology

Background:

• Newly graduated chiropractors face challenges in business and insurance landscapes.
• Diverse learning styles necessitate varied instructional approaches for effective business education.

Purpose of the Study:

• To determine if technology-based instructional aids enhance chiropractic students' mastery of business course learning outcomes.
• Investigate the impact of computer-assisted learning on student performance in chiropractic business curricula.

Main Methods:

• Convenience sampling of 86 chiropractic students.
• Survey assessing course learning outcomes, learning styles, and perceived helpfulness of lecture versus computer-assisted learning.
• Quantitative analysis of pre- and post-assisted learning measures.

Main Results:

• While lecture was preferred, significant relationships were found between computer-assisted learning and learning outcomes 1 and 2 for visual and kinesthetic learners.
• All learning style groups showed significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4.
• Respondents did not find computer-assisted learning as helpful as traditional lectures.

Conclusions:

• Evidence suggests a relationship between technology-based instructional aids and student learning of chiropractic business content.
• The precise nature of this relationship between technology use and learning outcomes requires further investigation.
• Optimizing technology integration in chiropractic business education may improve course outcome achievement.