TY - JOUR
TI - Acceptance of technology-enhanced learning for a theoretical
radiological science course: a randomized controlled trial
AU - Nkenke, Emeka
AU - Vairaktaris, Elefterios
AU - Bauersachs, Anne and
AU - Eitner, Stephan
AU - Budach, Alexander
AU - Knipfer, Christoph and
AU - Stelzle, Florian
JO - BMC Medical Education
PY - 2012
VL - 12
TODO - null
SP - null
PB - BMC
SN - 1472-6920
TODO - 10.1186/1472-6920-12-18
TODO - null
TODO - Background: Technology-enhanced learning (TEL) gives a view to improved
education. However, there is a need to clarify how TEL can be used
effectively. The study compared students’ attitudes and opinions towards
a traditional face-to-face course on theoretical radiological science
and a TEL course where students could combine face-to-face lectures and
e-learning modules at their best convenience.
Methods: 42 third-year dental students were randomly assigned to the
traditional face-to-face group and the TEL group. Both groups completed
questionnaires before the beginning and after completion of the course
on attitudes and opinions towards a traditional face-to-face lectures
and technology-enhanced learning. After completion of the course both
groups also filled in the validated German-language TRIL (Trierer
Inventar zur Lehrevaluation) questionnaire for the evaluation of courses
given at universities.
Results: Both groups had a positive attitude towards e-learning that did
not change over time. The TEL group attended significantly less
face-to-face lectures than the traditional group. However, both groups
stated that face-to-face lectures were the basis for education in a
theoretical radiological science course.
The members of the TEL group rated e-mail reminders significantly more
important when they filled in the questionnaire on attitudes and
opinions towards a traditional face-to-face lectures and
technology-enhanced learning for the second time after completion of the
course.
The members of the technology-enhanced learning group were significantly
less confident in passing the exam compared to the members of the
traditional group. However, examination results did not differ
significantly for traditional and the TEL group.
Conclusions: It seems that technology-enhanced learning in a theoretical
radiological science course has the potential to reduce the need for
face-to-face lectures. At the same time examination results are not
impaired. However, technology-enhanced learning cannot completely
replace traditional face-to-face lectures, because students indicate
that they consider traditional teaching as the basis of their education.
ER -