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If E-learning is so good, why can ’ t we prove it?

If E-learning is so good, why can ’ t we prove it?. Geoff Norman, PhD. Advantages of e-learning. Portable Accessible any time Active learning Individualized Engaging Motivational AND Sophisticated (e.g. VR, animation). Evidence of (in)effectiveness.

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If E-learning is so good, why can ’ t we prove it?

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  1. If E-learning is so good, why can’t we prove it? Geoff Norman, PhD

  2. Advantages of e-learning • Portable • Accessible any time • Active learning • Individualized • Engaging • Motivational AND • Sophisticated (e.g. VR, animation)

  3. Evidence of (in)effectiveness

  4. Effect of Learning Technology (Internet Learning) in Health Sciences (Cook et al, JAMA 2008; 300: 1181-1196) 2190 studies 214 appropriate 130 No Intervention 76 Non-Internet Control Control

  5. No Intervention

  6. Alternative Intervention p=.04 ns ns ns

  7. Is there something missing?

  8. Which would you rather do? • Go to the symphony • Go to World Cup game • Attend F1 GP race • Watch “Chicago” on stage • Attend my lecture • Listen to it on iPod • Watch it on TV • Watch it on TV • Watch “Chicago” movie • Watch it on YouTube

  9. Why isn’t it a lot better? • “E-learning” is too broad and non-specific • Good and bad practices • Some advantages of conventional teaching are lost • “just in time”“just when needed” • Some of the technological advantages may be disadvantages • Mayer multimedia • Visual reality

  10. Advantages of real teaching “Teaching as the transformation of knowledge” L.Shulman The role of the teacher is to transform knowledge as provided in the resources to a form useful to students

  11. Disadvantages of E-learning • Mayer and Multimedia learning • The case of VR

  12. Mayer Studies of Instructional design • Most things we do in e-learning presentations detract from learning

  13. The Redundancy Principle Presenting words in both text and audio narration can hurt learning

  14. Effect of Redundancy

  15. Better Learning Without Background Music

  16. Animation vs. Static Mayer, Hegarty Mayer & Campbell, 2005

  17. What about Virtual Reality?

  18. Background • Virtual reality offers opportunity to present 3-D images in multiple orientations • Promise to improve learning of spatial anatomy

  19. Experiment 1 • Learning spatial anatomy (wrist bones) ‘Key views’ (paper equivalent) vs Multiple views (virtual reality?) • Experimental control over learning time, computer exposure, etc.

  20. Instructional Materials – Key Views KV

  21. Instructional Materials – Multiple Views MV

  22. Study 1 – KV vs. MV • First year students ( n = 87) • Two groups • –Multiple View 36 orientations • 36 orientations  0 / 180 deg. +/- 10 deg.) • Key Views • 2 Orientations • 3 learn / test cycles • Three learn / test cycles

  23. Results

  24. Conclusions • No significant gain from multiple views

  25. Concerns • Is this lack of superiority for multiple views a consequence of the particular task • Wrist is essentially a plane of bones • Third dimension is of no consequence • Need a more three-dimensional object • The BRAIN!!!

  26. Study 2 Purpose How do learner and instruction characteristics influence spatial learning of brain anatomy? Design 120 subjects, randomized single blind study Setting 40 minutes on computer workstations Subject Characteristics Spatial ability, gender, handedness, computer use, programme of study, previous neuroanatomy exposure Instruction Characteristic Brain surface anatomy model in 4 views, KV) or 30° increments (24 views, MV) Active (subject-directed) or passive (timed) instruction (AKV, PKV, AMV, PMV)

  27. Instructional Materials – Multiple Views MV

  28. Intervention • Learning phase is 12 minutes total for all 4 groups • 27 different anatomical structures labelled • Passive • Key Views (PKV) • 2 minutes for each of the four key views first pass, followed by 60 seconds each second pass • Multiple Views (PMV) • 30 seconds for each of the 24 views • Active • For AKV and AMV learner determines length of time on each image

  29. Outcome • Measure of brain surface anatomy knowledge • Post-test • 30 created MCQs • Half of the questions using key views, half from rotated views

  30. Results

  31. What about “real life”? • Compare VR to KV to a plastic model

  32. Study 3 • “Real” Virtual Reality vs. • Two views Vs. • Real Reality (plastic pelvis)

  33. 3 groups n = 20 undergrad • 20 nominal questions • Test on real skeletal pelvis

  34. Is it because they can touch it (haptics)? The “lazy susan” study

  35. Is it because they’re tested in 3-D? • Would the data reverse if they were tested on computer? “transfer appropriate processing”

  36. Conclusions • E-learning has advantages and disadvantages • May be more cost-effective • May not be a panacea

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