Does interactive multimedia promote achievement and higher level thinking skills for today's science students?

Frear, Valerie; Hirschbuhl, John J.

doi:10.1111/1467-8535.00122

Cited by 28 publications

(17 citation statements)

References 7 publications

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“…They highlighted results that suggest that certain activities, such as online quizzes and bulletin board participation, yield positive learning outcomes when supplementing traditional lecture courses (Gretes & Green, 2000; Coates & Humphreys, 2001). Results from Herrington and Oliver (1999) and Frear and Hirschbuhl (1999) provide evidence that higher‐order learning outcomes also can be demonstrated by students using e‐resources. Kekkonen‐Moneta and Moneta’s (2002: 423–424) study suggests that “engaging computer‐based and computer‐mediated interactions facilitate learning” and that “ .…”

Section: E‐learning and Health Carementioning

confidence: 99%

Addressing the issue of e‐learning and online genetics for health professionals

Gresty

Skirton

Evenden

2007

Nursing & Health Sciences

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Health-care professionals need an appropriate genetics knowledge base to care for patients and their families. However, studies have indicated that nurses and midwives lack the requisite genetics knowledge to practice effectively and safely, with a paucity of resources to address their educational needs. This paper describes an action research study aimed at developing an online genetics resource for students and practitioners in a range of health professions. A literature review of current health-care genetics education was undertaken. In the first phase of the action cycle, a sample of nurses and midwives were surveyed using a questionnaire to discover their perceived learning needs and the acceptability of an e-learning approach. Using the findings, an online resource for health professionals was developed, by means of a life stage structure to expedite accessibility. The developmental process leading to the construction of clinical case studies in this resource (including theory, ethical, and practical issues) and the evaluation strategy are discussed.

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Section: E‐learning and Health Carementioning

confidence: 99%

Addressing the issue of e‐learning and online genetics for health professionals

Gresty

Skirton

Evenden

2007

Nursing & Health Sciences

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“…Activity level of the comparison group Trainees in the comparison group were often taught via a different instructional method as a substitute for utilizing the simulation game. However, studies differed in terms of whether the comparison group learned by means of active (e.g., Hughes, 2001; Mitchell, 2004; Willis, 1989) or passive (e.g., Bayrak, 2008; Frear & Hirschbuhl, 1999; Shute & Glaser, 1990) instructional methods. Trainees are active when they are reviewing with a computerized tutorial, participating in a discussion, and completing assignments.…”

mentioning

confidence: 99%

A Meta‐analytic Examination of the Instructional Effectiveness of Computer‐based Simulation Games

Sitzmann

2011

Personnel Psychology

670

455

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Interactive cognitive complexity theory suggests that simulation games are more effective than other instructional methods because they simultaneously engage trainees’ affective and cognitive processes (Tennyson & Jorczak, 2008). Meta‐analytic techniques were used to examine the instructional effectiveness of computer‐based simulation games relative to a comparison group (k= 65, N= 6,476). Consistent with theory, posttraining self‐efficacy was 20% higher, declarative knowledge was 11% higher, procedural knowledge was 14% higher, and retention was 9% higher for trainees taught with simulation games, relative to a comparison group. However, the results provide strong evidence of publication bias in simulation games research. Characteristics of simulation games and the instructional context also moderated the effectiveness of simulation games. Trainees learned more, relative to a comparison group, when simulation games conveyed course material actively rather than passively, trainees could access the simulation game as many times as desired, and the simulation game was a supplement to other instructional methods rather than stand‐alone instruction. However, trainees learned less from simulation games than comparison instructional methods when the instruction the comparison group received as a substitute for the simulation game actively engaged them in the learning experience.

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“…Score distribution has been taken into account. The first category corresponds to the concrete operations level, the second to the transition stage and the third to formal thought (Frear & Hirschbuhl, 1999). Thus, 33% of our sample is at the concrete thinking stage, and only 39% have developed formal operational schemata.…”

Section: Formal Thought Levelmentioning

confidence: 99%