Peter Herse1, Alvin Lee. 1. School of Optometry and Vision Science, University of New South Wales, Sydney 2052, Australia.
Abstract
PURPOSE: Improvements in information and communication technology and the need for off-campus delivery have led to the increased use of web-based learning tools in optometry schools around the world. This study compared student-reported preferences for traditional lecture-based learning with their preferences when using a web-based learning tool. METHODS: One hundred and thirteen second and third year students from the School of Optometry and Vision Science at the University of New South Wales were surveyed. All students had worked with WebCT for at least two years. Students were asked to rank a range of learning tools in perceived usefulness and also to state how often they used the particular learning tools. RESULTS: The students rated notes (lecture or WebCT delivered) and clinical laboratory sessions as their most useful learning tools. The use of specific learning tools was more diverse, with students reporting that they often used notes (lecture or WebCT delivered), the WebCT calendar tool and the WebCT discussion tool. This result highlights the valuable contribution of the communication aspect of WebCT to fostering learning communities. The least used learning tools were textbooks, websites mentioned in lectures and library print resources. Interestingly, the purchase of textbooks was high with 77 per cent of students on average reporting they had bought the recommended textbooks. CONCLUSION: Notes were the preferred learning tool of the optometry students at UNSW, suggesting that passive learning of content was the preferred learning style. It is hoped that the introduction of web-based learning environments may allow students and staff to reflect on their preferred teaching and learning styles. Web-based learning tools, such as WebCT, provide a powerful method to facilitate independent deeper learning in students with active learning styles. The current encouragement of student-based active learning methods should see increased use of independent learning platforms, such as WebCT, in optometry schools.
PURPOSE: Improvements in information and communication technology and the need for off-campus delivery have led to the increased use of web-based learning tools in optometry schools around the world. This study compared student-reported preferences for traditional lecture-based learning with their preferences when using a web-based learning tool. METHODS: One hundred and thirteen second and third year students from the School of Optometry and Vision Science at the University of New South Wales were surveyed. All students had worked with WebCT for at least two years. Students were asked to rank a range of learning tools in perceived usefulness and also to state how often they used the particular learning tools. RESULTS: The students rated notes (lecture or WebCT delivered) and clinical laboratory sessions as their most useful learning tools. The use of specific learning tools was more diverse, with students reporting that they often used notes (lecture or WebCT delivered), the WebCT calendar tool and the WebCT discussion tool. This result highlights the valuable contribution of the communication aspect of WebCT to fostering learning communities. The least used learning tools were textbooks, websites mentioned in lectures and library print resources. Interestingly, the purchase of textbooks was high with 77 per cent of students on average reporting they had bought the recommended textbooks. CONCLUSION: Notes were the preferred learning tool of the optometry students at UNSW, suggesting that passive learning of content was the preferred learning style. It is hoped that the introduction of web-based learning environments may allow students and staff to reflect on their preferred teaching and learning styles. Web-based learning tools, such as WebCT, provide a powerful method to facilitate independent deeper learning in students with active learning styles. The current encouragement of student-based active learning methods should see increased use of independent learning platforms, such as WebCT, in optometry schools.
Authors: Sara E Benjamin; Deborah F Tate; Shrikant I Bangdiwala; Brian H Neelon; Alice S Ammerman; Janice M Dodds; Dianne S Ward Journal: Matern Child Health J Date: 2007-08-23