Development of online ultrasound instructional module and comparison to traditional teaching methods

Journal of Engineering Education, Jul 2002 by Nguyen, Jimmy, Paschal, Cynthia B

ABSTRACT

A Web-based teaching device was constructed to deliver information on fundamentals of ultrasound imaging to approximately onehalf the students in an undergraduate medical imaging course, while the remaining students were taught the same material via traditional lectures and typed notes. The students participating in this study were separated randomly but in such a manner that prior achievement was statistically equivalent for the two groups. After approximately two weeks of instruction, an ultrasound imaging exam was administered. Results indicated no statistically significant difference in scores on homework assigned during the instructional period between the traditional and online groups. Similarly, there was no statistically significant difference in the average exam scores of students in the two groups. The traditional group required significantly more time on learning activities than did the online group. These results indicated that level of understanding was not affected by use ofthe online device, while efficiency of learning improved dramatically. Reasons reported by the students for the improved efficiency of the online method included flexibility in time usage and ability to cater to the individual, which came with the added responsibility of self-discipline. The traditional teaching method, meanwhile, allowed interaction with and instant feedback from a professor and other students. In this study we have demonstrated that the nature of an online device yields a higher level of efficiency than traditional lectures, despite the inherent drawbacks ofthe approach. The effectiveness ofthis device could potentially be improved by implementing enhancements to increase the level of interaction for the user and to help with discipline and time management.

I. INTRODUCTION

The rapid proliferation of the Internet and of the World Wide Web in particular has revolutionized nearly all forms of interaction, but has been slower to affect the methods of teaching. While many institutions utilize Internet resources as a practical tool for supplementing classroom mechanics, the actual process of instruction has remained primarily a face-to-face process. As a generation of students emerges possessing greater technological knowledge and acceptance, the presence of Intemet in the classroom will only increase. This transition requires much more than the development of software devices, and its effect on the learning process must be closely examined.

Many examples of online teaching do exist, from virtual "universities" that teach a variety of subject matter [1], some for college credit, to specific instructional tools on using software by companies such as Microsoft [2]. Other devices are more similar to the one used in this experiment and teach imaging education [3] or simulate medical equipment [4]. Most online devices are aimed toward adults involved in continuing education or employees of corporations that offer training via the Internet. These target audiences can best take advantage ofthe presumed benefits ofthe online method (Table 1).

The advantages focus on the issue of time: online instruction can take place at any time and essentially any location and often can be broken up into blocks of time specified by the user. The ability to learn at the user's own pace will save time, as opposed to a traditional lecture setting in which quick learners might feel held back by the group while slower learners waste time in proceeding without understanding. Loosening the grip on time, however, necessitates a higher level of discipline. Responsibility is much more removed from the user when he or she is placed in a traditional lecture environment and scheduling decisions are made by an instructor. The presence of a professor and other students poses another potential advantage for the traditional method. The lack of physical and emotional interaction are the primary drawbacks of online education and cause it to target a specific audience [5]. Our goal was to introduce an online device to a new audience, full-time undergraduate students, in order to test to what extent its strengths and weakness will still apply. Previous evaluations of online teaching analyzed data from university courses that offered both online and traditional formats concurrently and found that online students performed equivalently or better than those receiving traditional lectures but tended to have a higher dropout rate [6, 7]. Studies on related methods such as distance learning in the form of live video lectures [8] or ComputerBased Teaching on CD-ROM [91 found similar results.

Based on this information, we hypothesized that the new method of online instruction would offer the greatest rewards in its efficiency of learning. Our experiment tested the notion that an online device would optimize the user's time, as its usage is controlled by the individual rather than the group. The context of the information that was taught in this experiment, ultrasound fundamentals, consists of a fairly well defined pool of knowledge that is agreed upon by most sources. It would be difficult to increase the level of understanding of the mathematically-based introductory material, or to present new concepts. Due to the finite boundaries of what can be taught, the speed at which the information can be delivered to and received by the student offered the greatest potential for improvement. Therefore, in order to improve the efficiency of learning, we sought to improve the speed at which student learning occurred while not sacrificing level of understanding, as measured by quantitative assessments. In addition, qualitative assessments of the effectiveness of the online learning tool were obtained by soliciting student responses.