Psychological myths in e-learning

Abstract

Traditional education and training has paid scant attention to the psychology of learning. Despite detailed research into motivation, distribution and reinforcement, most current methods of delivery still rely on a supply-led, lecture and classroom-based model that flies in the face of the theory. With e-learning we have a chance to reflect on this gap between theory and practice. E-learning, in the sense of web-based learning, is a new discipline but the psychology of learning has a much longer pedigree. This paper relates some common myths about e-learning back to some major themes in the psychology of learning. Is e-learning faster and more effective? Many people get the wrong learning at the wrong time. Can e-learning help with prerequisite knowledge? Should the learning be massed or distributed, i.e. all at once or little and often? There are also the issues of motivation and cognitive engagement. How can e-learning motivate learners or how can we motivate learners into using this new medium? What type of cognitive engagement is necessary for learning? Traditional 'sheep-dip' methods of learning are poor on reinforcement. Can e-learning help reinforce learning?

Management of simulated maternal cardiac arrest by residents: didactic teaching versus electronic learning

“…Evidence suggests that e-learning is more efficient, and this enhanced efficiency is likely to translate into improved motivation and performance. 12 The e-learners demonstrated increased retention rates and better utilization of content, resulting in better achievement of knowledge, skills, and attitudes. 12 Some studies, however, used complex e-learning simulator packages that are not routinely available in all institutions.…”

“…12 The e-learners demonstrated increased retention rates and better utilization of content, resulting in better achievement of knowledge, skills, and attitudes. 12 Some studies, however, used complex e-learning simulator packages that are not routinely available in all institutions. 11,13,14 In the medical education field, conflicting opinions remain on the efficacy of e-learning vs traditional instructor-led methods.…”

Modelo de educação a distância em hanseníase voltado para rede de detecção de casos e diagnóstico

“…Contudo, propostas pedagógicas pobres podem ser oferecidas usando modelos novos (Clark, 2002). A tecnologia não é garantia de efetividade.…”

Assessing the learning potential of an interactive digital game versus an interactive-style didactic lecture: the continued importance of didactic teaching in medical student education

“…Reviews of effectiveness of interactiveelectronicmediainstudentlearning,bothinandoutofthe medical field, have revealed not only high learner satisfaction [1] but also improved retention of material and utilization of content [2].…”