A comparison of slide-audiotape and Web-based instructional formats for teaching normal intraoral radiographic anatomy.
PURPOSE: The purpose of this study was to evaluate the relationship between individual learning styles, test performance, and attitudes toward the use of Web-based self-instruction and slide/audiotape self-instruction METHODS: Participants consisted of 33 junior, first-year dental hygiene students e...
| Publicado en: | Journal of Dental Hygiene Vol. 77; no. 1; pp. 27 - 36 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Dental Hygienists Association
Winter2003
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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=106845295&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106845295 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 1043254X 0CM jtl: Journal of Dental Hygiene issn: 1043254X maglogo: N pubinfo: dt: Winter2003 vid: 77 iid: 1 pid: 1936 pub: American Dental Hygienists Association place: Chicago, Illinois artinfo: ui: 106845295 106845295 2003090332 NLM12704967 106845295 ppf: 27 ppct: 9 formats: fmt: @attributes: type: P tig: atl: A comparison of slide-audiotape and Web-based instructional formats for teaching normal intraoral radiographic anatomy. aug: au: Fleming DE Mauriello SM McKaig RG Ludlow JB affil: Assistant Professor, Department of Dental Hygiene, Baltimore College of Dental Surgery, University of Maryland, Baltimore sug: subj: Anatomy Education Audiovisuals Computer-Assisted Instruction Self-Directed Learning Analysis of Variance Comparative Studies Data Analysis Software Descriptive Statistics Funding Source Learning Styles North Carolina Pretest-Posttest Design Questionnaires Random Assignment Scales Schools, Dental Self Report Statistical Significance Students, Dental Hygiene Summated Rating Scaling Unpaired T-Tests Wilcoxon Rank Sum Test Human ab: PURPOSE: The purpose of this study was to evaluate the relationship between individual learning styles, test performance, and attitudes toward the use of Web-based self-instruction and slide/audiotape self-instruction METHODS: Participants consisted of 33 junior, first-year dental hygiene students enrolled in a university-based dental hygiene program. A stratified random allocation (by gender, English as a second language, and prior dental experience) and random number table were used to assign participants into one of two groups. Group one studied the mandibular arch using the slide/audiotape format and the maxillary arch using the Web-based format, and group two studied the mandibular arch using the Web-based format and the maxillary arch using the slide/audiotape format. A post-test was taken at the completion of each instructional format. The Kolb Learning Style Inventory was used to assess preferred learning styles, and a written survey was used for instructional format preference. Descriptive analyses, Pearson correlations, and unpaired t-tests were used to analyze the data. RESULTS: Thirty-one subjects completed the study. By group, no difference in mean post-test performance was seen based on the sequence or order of instructional method (P > 0.05) or by arch (P > 0.05). No difference in post-test performance based on Web-based and slide-tape instructional methods was seen. Predominate learning style did not predict preference of instructional format nor were they correlated with post-test scores. However, almost 70% of all participants reported that they preferred using the Web-based format to the slide/audiotape. CONCLUSIONS: A variety of learning styles and preferences may be accommodated when substituting Web-based self-instruction for slide/audiotape self-instruction in normal radiographic anatomy. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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