Abstract

Although the availability of computer-based learning materials in the biomedical sciences is increasing there are relatively few studies which compare the effectiveness of this mode of teaching with traditional methods. Here we present the results of a comparative study to evaluate the effectiveness of two interactive CBL programs, covering the cardiovascular system (one covering the heart, one the circulatory system), as an alternative to lectures for first year undergraduate students at a UK university. The study demonstrated: (a) that the CBL program was as effective as lectures in disseminating factual information (knowledge gain from pre- and post-tests were equivalent for both topics (P=0.28; heart topic; P=0.03; circulation topic); (b) that students generally preferred lectures to using CBL as a mode of study (attitude scales constructed from a pre- and post-test questionnaire demonstrated a slightly more positive attitude on Delivery; Knowledge; and Time and Place for lectures) and (c) that they recognised both the advantages and disadvantages of CBL as a mode of teaching. The results are discussed in relation to the design of evaluative studies and the future use of CBL programs of this type in undergraduate teaching.

Citation

Dewhurst, D.G. & Williams, A.D. (1998). An investigation of the potential for a computer-based tutorial program covering the cardiovascular system to replace traditional lectures. Computers & Education, 31(3), 301-317. Elsevier Ltd. Retrieved March 4, 2021 from https://www.learntechlib.org/p/85330/.

Keywords

• Biomedicine
• cardiovascular physiology
• Cardiovascular System
• Comparative Analysis
• Computer Assisted Instruction
• computer-based learning
• Conventional Instruction
• evaluation
• Foreign Countries
• higher education
• instructional design
• Instructional Effectiveness
• instructional materials
• Nontraditional Education
• teaching methods
• Undergraduate Study
• Undergraduate teaching