What do we mean by web-based learning? A systematic review of the variability of interventions.
Medical Education 2010: 44: 765-774 Objectives Educators often speak of web-based learning (WBL) as a single entity or a cluster of similar activities with homogeneous effects. Yet a recent systematic review demonstrated large heterogeneity among results from individual studies. Our purpose is to de...
| Publicado en: | Medical Education Vol. 44; no. 8; pp. 765 - 775 |
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| Autores principales: | , , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105056822&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105056822 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Aug2010 vid: 44 iid: 8 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105056822 2010716919 10.1111/j.1365-2923.2010.03723.x NLM20633216 105056822 ppf: 765 ppct: 10 formats: fmt: @attributes: type: P tig: atl: What do we mean by web-based learning? A systematic review of the variability of interventions. aug: au: Cook DA Garside S Levinson AJ Dupras DM Montori VM affil: Division of e-Learning Innovation, McMaster University, Hamilton, Ontario, Canada sug: subj: Education, Medical Evaluation Education, Non-Traditional Evaluation Data Analysis Software Data Analysis, Statistical Descriptive Statistics Funding Source Systematic Review ab: Medical Education 2010: 44: 765-774 Objectives Educators often speak of web-based learning (WBL) as a single entity or a cluster of similar activities with homogeneous effects. Yet a recent systematic review demonstrated large heterogeneity among results from individual studies. Our purpose is to describe the variation in configurations, instructional methods and presentation formats in WBL. Methods We systematically searched MEDLINE, EMBASE, ERIC, CINAHL and other databases (last search November 2008) for studies comparing a WBL intervention with no intervention or another educational activity. From eligible studies we abstracted information on course participants, topic, configuration and instructional methods. We summarised this information and then purposively selected and described several WBL interventions that illustrate specific technologies and design features. Results We identified 266 eligible studies. Nearly all courses (89%) used written text and most (55%) used multimedia. A total of 32% used online communication via e-mail, threaded discussion, chat or videoconferencing, and 9% implemented synchronous components. Overall, 24% blended web-based and non-computer-based instruction. Most web-based courses (77%) employed specific instructional methods, other than text alone, to enhance the learning process. The most common instructional methods (each used in nearly 50% of courses) were patient cases, self-assessment questions and feedback. We describe several studies to illustrate the range of instructional designs. Conclusions Educators and researchers cannot treat WBL as a single entity. Many different configurations and instructional methods are available for WBL instructors. Researchers should study when to use specific WBL designs and how to use them effectively. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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