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

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

Prior studies that involved a comparison between traditional and online teaching did not use a randomized separation of the population but rather allowed each student to choose their preferred method of instruction [6, 71. It was not reported whether the two groups were academically equal prior to the instruction. Each study concluded that online students performed as well as traditional students, lending support to our findings that the differences in performance between the two study groups is insignificant. In some portions of these studies, online students were reported to perform statistically better than traditional lecture students [6, 7]. This was potentially caused by allowing the more computer savvy students to choose their stronger medium. Nevertheless, we have demonstrated that an online group that was randomly selected also performed as well as a traditionally lectured group.

Comments made by the online group in both the structured and the free response portions of the survey supported the hypotheses that were made coming into the experiment regarding the advantages and disadvantages of the online format. The most significant advantages revolved around time requirements and time management, while the most significant drawbacks dealt with the lack of interaction and the greater amount of discipline required. Users were mostly happy with the mechanics of the tutorial itself and its presentation of the material, but more features would be needed and were suggested to better complete the learning experience and address these drawbacks. While no students were dissatisfied with the tutorial itself, it is dear that there is room for improvement.

Comments from members of the traditional group were naturally more uneventful, as their method of instruction represented what the students have grown accustomed to over years of study. Despite a few minor procedural issues, students all appreciated having a live professor who provides personality, interaction, adaptability of the discussion to student needs, and instant response to questions concerning information that is less well understood. The responsibility of having to attend class was not seen as an inconvenience, but rather as a helpflu means of discipline. Interestingly, most students from both groups indicated they would have preferred to be in the traditional group, likely due not only to the reasons cited above but also to the added effort of having to try something new. The level of interest in ultrasound that was stimulated by this portion of the course was roughly equal for either group, thus students were neither drawn towards nor turned away from the material based on its presentation.

Some members of both groups suggested using the online device not as a stand alone instructional tool but in conjunction with traditional lectures. While this would indeed overcome the inherent disadvantages of both teaching methods and would provide the most complete information to the students, the amount of time that would be required to receive both of instructional methods would need to be addressed. As the length of the study was already an issue, it would be helpful to look at how students in both groups spent their time in order to consider how it might best be managed between the two methods.