Assessment of the quality of interaction in distance learning programmes utilising the Internet (WebCT) or interactive television (ITV)
INTRODUCTION: This study focuses on the quality of interaction in interactive TV (ITV), WebCT bulletin boards (BBs) and chat rooms (CRs) and addresses the question of how effectively new collaborative electronic technologies have been married with new pedagogical ideas to create effective learning f...
| Publicado en: | Medical Education Vol. 39; no. 11; pp. 1093 - 1101 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Nov2005
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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=106375319&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106375319 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Nov2005 vid: 39 iid: 11 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106375319 106375319 2009071172 10.1111/j.1365-2929.2005.02315.x NLM16262804 106375319 ppf: 1093 ppct: 8 formats: fmt: @attributes: type: P tig: atl: Assessment of the quality of interaction in distance learning programmes utilising the Internet (WebCT) or interactive television (ITV) aug: au: Mash RJ Marais D Van Der Walt S Van Deventer I Steyn M Labadarios D affil: Dept of Family Medicine and Primary Care, Stellenbosch University, Box 19063, Tygerberg 7505, South Africa; rm@sun.ac.za sug: subj: Education, Medical Evaluation Education, Non-Traditional Evaluation Internet Utilization Teaching Methods Evaluation Television Utilization Descriptive Statistics Faculty-Student Relations P-Value South Africa Funding Source Students, Medical Psychosocial Factors Human ab: INTRODUCTION: This study focuses on the quality of interaction in interactive TV (ITV), WebCT bulletin boards (BBs) and chat rooms (CRs) and addresses the question of how effectively new collaborative electronic technologies have been married with new pedagogical ideas to create effective learning for distance education students. METHODS: Fifteen (out of 68) BB, 14 (out of 32) CR and 13 (out of 25) ITV conversations were randomly selected for coding using a modified exchange structure analysis. The roles that students and lecturers took in the conversations were determined from this. RESULTS: The percentage of turns made by lecturers as opposed to students was 51% in CRs, 14% in BBs and 68% in ITV. The percentage of turns spent on actual coursework was 73% in CRs, 89% in BBs and 82% in ITV. Comparisons between tutors' and students' roles within as well as between ITV, BBs and CRs were all statistically significant with P < 0.05. In CRs the main roles of both students and lecturers were those of elaborators, inquirers and explainers. In BBs the main roles of students and lecturers were those of explainers and evaluators. In ITV sessions students' main roles were those of elaborators and explainers, whereas lecturers' main roles were those of lecturers, elaborators, inquirers and evaluators. CONCLUSION: In terms of creating a constructivist and active learning community that can operate within a distance learning paradigm, WebCT appears superior to ITV. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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