Evaluation of a distance-learning immunology and pathology module in a postgraduate biomedical science course

British Journal of Biomedical Science, 2005 by Ryan, M T, Mulholland, C W

ABSTRACT

An electronic presentation of materials for a distance-learning immunology and pathology module from a postgraduate biomedical science course is evaluated. Two different electronic presentation formats for the delivery of the educational material to distance learners are assessed. Responses from users of this material highlighted a preference for a format that has a design tailored to distance learning. There was no significant difference in learning outcome between those taking the module on campus and by distance learning. This suggests that the prerequisites for entry, learning materials and direction given to the students studying by distance learning are adequate for these students to achieve the learning objectives outlined in the course. The evaluation also gave direction for areas within the (CAL) application that can be improved for future students.

KEY WORDS: Computer-aided learning. Biomedical science. Distance learning.

Introduction

Higher education has catered traditionally for a relatively narrowly defined group of people, with the inevitable result that many groups of people who do not fit the traditional student stereotype are excluded. In many cases, distance learning, as a form of flexible learning, has resulted in improved access to education.1

A trend towards distance learning is also evident in biomedical science. The Institute of Biomedical Science2 has accredited a number of courses with a distance-learning option. For example, the University of Ulster (www.ulster.ac.uk/) offers a postgraduate diploma and MSc in biomedical science as a distance-learning option. In addition to its full distance-learning programme, the university also offers a postgraduate certificate in biomedical science that includes several distance-learning modules (Table 1).

Introduction of distance-learning options in the postgraduate certificate was made in response to calls from students and employers for more flexible modes of study. The postgraduate certificate, which is postgraduate in time rather than level (modules studied are all undergraduate Honours level), functions as a 'top up' qualification, allowing non-biomedical science graduates to develop an understanding and knowledge of recent advances in biomedical science.

It is important to note that at the time of the study the University of Ulster was in the process of reviewing the terminology used to describe its programmes. To better align with the National Qualifications Framework, the postgraduate certificate has, since the completion of this study, been renamed a graduate certificate to better reflect the fact that the programme is postgraduate in time rather than level.

Providing students with a choice of study media enables an exploration of learning outcomes associated with traditional campus delivery and distance-learning delivery, in what is essentially a natural experiment. A number of studies have explored learning outcomes associated with distance learning;3-7 however, few have compared the two modes of study directly.8,9

This paper describes the evaluation of a computer-aided learning package specifically designed as an alternative to traditional on-campus lectures in an immunology/pathology module. Students were offered the opportunity to study by distance learning using a CD-ROM that contained material for their course, or by the traditional mode of delivery. The aim of the evaluation was two-fold: first, to assess whether or not there were differences in assessment outcomes between the groups; and second, to evaluate the courseware itself.

Materials and methods

Students registering for the certificate course elected to study the immunology and pathology module by either traditional face-to-face delivery or by a more flexible distance-learning option using a CD-ROM as a learning aid. Learning outcomes for these two groups of students were assessed using a mixture of continuous assessment and unseen examination paper. Assessments were identical for both sets of students. An anonymous marking scheme employed by the university meant that all continuous and examination scripts were marked blind. The CD-ROM utilised by distance-learning students was created specifically to provide them with all the material required to obtain the course objectives.

Text and images on the CD-ROM were compiled using Adobe PageMill web editor (version 3.0 for Windows; www.adobe.com/products/pagemill/main.html). Photographic images and diagrams were edited and optimised for web publication using Adobe Photoshop 5.0.2 (www.adobe.com/products/photoshop/main.html). The interactive web-authoring tool HotPotatoes produced by Half-Baked software (http://web.uvic.ca/hrd/halfbaked/) was used to create the end of lecture quizzes. The material was presented in a web browser format (www.microsoft.com/windows/ie/default.htm). The material used in the CD-ROM was based on that used in the on-campus lectures. However, the CD-ROM included additional supporting images and diagrams, as well as end-of-lecture formative assessments designed as quizzes to test students on specific concepts. Additional instruction was given to students on recommended reading.