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Comparison of teaching and learning outcomes between video-linked, web-based, and classroom tutorials: An innovative international study of profession education in physical therapy
ARTICLE

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Computers & Education Volume 54, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The influence of interactive videoconferencing (IVC) on health professional educational outcomes between Canada and Hong Kong students was examined. Three formats were compared with respect to the instruction of two circumscribed intensive care topics. The formats included international video-linked (VL) tutorials in combination with web-based tutorials (VL+WB), web-based tutorials only (WB), and conventional classroom tutorials ©. Physical therapy students were assigned to one of the three groups at each site. The learning outcomes included grades and evaluation of the learning experience. The instructors provided written feedback on their experience with the instructional formats. Grades were comparable across instructional groups at both sites with the exception of one question for the HK group. The VL+WB groups valued learning from international peers. VL learning outcomes appeared to be comparable to conventional formats and may augment students’ learning satisfaction. Modifications are recommended to accommodate differences in the language proficiency of students. The instructors acknowledged that preparation for VL tutorials was unique and challenging. Further research targeted at cross cultural interaction via IVC is needed to determine whether quality of learning outcomes are topic dependent. Cross cultural IVC appears to be both a distinct teaching as well as learning experience for health professional students.

Citation

Jones, A.Y.M., Dean, E. & Hui-Chan, C. (2010). Comparison of teaching and learning outcomes between video-linked, web-based, and classroom tutorials: An innovative international study of profession education in physical therapy. Computers & Education, 54(4), 1193-1201. Elsevier Ltd. Retrieved March 23, 2019 from .

This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2009.11.005

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