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An exploratory study of live vs. Web-based delivery of a phlebotomy program.

Changes in student population and increased Web-based education offerings provided the impetus to assess pedagogy, cognitive outcomes and perceptions of course quality. OBJECTIVE: This study explored cognitive outcomes and students' perception of course quality related to the Seven Principles for Go...

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Publicado en:Clinical Laboratory Science Vol. 23; pp. 3 - 40
Autores principales: Fydryszewski NA, Scanlan C, Guiles HJ, Tucker A
Formato: research tables/charts Journal Article
Publicado: American Society for Clinical Laboratory Science Summer2010 Supplement
Acceso en línea:Ver este registro en EBSCOhost
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      dt: Summer2010 Supplement
      vid: 23
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      pub: American Society for Clinical Laboratory Science
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        atl: An exploratory study of live vs. Web-based delivery of a phlebotomy program.
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          Fydryszewski NA
          Scanlan C
          Guiles HJ
          Tucker A
        affil: Department of Clinical Laboratory Sciences, University of Medicine & Dentistry of New Jersey, 65 Bergen Street -- SSB GB 20, Newark, NJ 07101; fydrysna@umdnj.edu
      sug:
        subj:
          Education, Non-Traditional
          Phlebotomy Education
          Teaching Methods
          Chi Square Test
          Comparative Studies
          Descriptive Statistics
          Educational Measurement
          Human
          Learning
          Paired T-Tests
          Pearson's Correlation Coefficient
          Student Satisfaction
          T-Tests
          World Wide Web
      ab: Changes in student population and increased Web-based education offerings provided the impetus to assess pedagogy, cognitive outcomes and perceptions of course quality. OBJECTIVE: This study explored cognitive outcomes and students' perception of course quality related to the Seven Principles for Good Practice in Undergraduate Education between live classroom delivery, compared to a Web-based delivery of a phlebotomy program. DESIGN: Quasi-experimental; students self-selected to enroll in live or Web-based program. RESULTS: For cognitive outcomes, no significant difference was found between the groups. Student perception of course quality differed only for Principle One (student-instructor contact). Students in the live classroom rated Principle One higher for the Part I course compared to the Web-based group. For the Part II course, there was no significant difference in perception of course quality related to any of the Seven Principles. CONCLUSIONS: The more constructivist pedagogy in the Part II course did not improve cognitive outcomes however, it may have contributed to knowledge retention. The live group rated Principle One in the Part II course evaluation relatively the same as they did for the Part I course evaluation. However, the Web-based group rated Principle One considerable higher for the Part II course than for Part I course. Future studies with a larger sample could explore improved course quality assessment instruments.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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