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Institute for Occupational and Environmental Medicine • Ziemssenstrasse 1 • 80336 MunichUnit for Occupational and Environmental Epidemiology & Net Teaching • http://aumento.web.med.uni-muenchen.de/
The Pros and Cons of distance learning
-An example from Germany-
Katja Radon, Stefanie Kolb, Jörg Reichert, Martin Fischer
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Definitions-1
• Distance learningLearning via radio, TV, phone, Internet (E-learning
dictionary)
• e-learning Providing computer instruction online, e.g. over the
Internet (The free dictionary)
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Definitions-2• Blended learning
Combination of different kinds of learning always
including e-learning (E-learning dictionary)
+
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In the following talk…
….distance learning is defined as
case-based e-learning via the Internet
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Distance learning or learning in the classroom?
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Advantages of distance learning
• Available at any time (evenings, weekends, nights),
independent of time zone
• Material can easily be kept up-to-date
• Available at any place (Computer + high speed Internet connectionnecessary)
• World population 2005: 6.5 billion (US Census Bureau)
• Worldwide Internet Population 2005: 1.1 billion (Computer Industry Almanac)
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69 Countries with Internet Coverage <1%Fiji, Faroe Islands, Democratic Republic of the Congo, Burma, Ethiopia, Turkmenistan, Chad, Iraq, Central African Republic, Tajikistan, Cambodia, Nigeria, Yemen, Burundi, Niger, Bangladesh, Bhutan, Mozambique, Sudan, Guinea, Laos, Equatorial Guinea, Burkina Faso, Madagascar, Nepal, Eritrea, Uganda, Zambia, Rwanda, Mauritania, Mali, Lesotho, Cameroon, Guinea-Bissau, Malawi, The Gambia, Paraguay, Azerbaijan, Syria, Sierra Leone, Benin, Moldova, Albania, Libya, Nicaragua, Haiti, Uzbekistan, Comoros, Cote d'Ivoire, Vietnam, Georgia, Angola, Algeria, Honduras, El Salvador, Sri Lanka, Iran, Kazakhstan, Djibouti, Pakistan, Zimbabwe, Tanzania, Togo, Bolivia, Tonga, Guadeloupe, Senegal, Netherlands Antilles, Ghana, Kiribati33 Countries with Internet Coverage >30%
Chile, Spain, Aruba, Czech Republic, Andorra, United Arab Emirates, Greenland, Taiwan, Malaysia, France, Italy, Ireland, Slovenia, Estonia, Belgium, Israel, Germany, United Kingdom, Portugal, New Zealand, The Netherlands, Japan, Switzerland, Singapore, Canada, Finland, United States, Australia, South Korea, Norway, Hong Kong, Iceland, Sweden, Denmark
CIA Worlds’ Fact Book 2004
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Advantages of distance learning for specialists in occupational health
• Might be used around current job
• Might be used by mums/dadstaking care of kids
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Advantages of distance learning for specialists in occupational health
• Might be used at distant,remote places
• Might be used by health-careprofessionals with certainhealth conditions
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Disadvantages of distance learningStudents’ perspective
• No direct contact to teacher
• No face-to-face interaction to other students
• Might take time until students’ questionsare answered
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Disadvantages of distance learningTeachers’ perspective
• It takes a lot of time to prepare AND update goodteaching material provided in the web
• You get a lot of questions outside your “business hours”
• You do not know your students
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Computer-oriented case based e-learning
Story
Chief complaint
History taking, Occupational history
Medical and technical examinations
Background information:Workplaces, legal aspects
Medical estimate
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Implementation in the curriculum:1. Class room teaching
1999-2003
• Lectures
• 1 out of 6 seminars in the PC lab
• 2-3 students work on one of the cases
• Tutor assistants
• Feedback and students’ evaluation at the end
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Evaluation results – Class room teachingOverall rating by case
N=864 5th year medical students
Excellent
Poor
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Evaluation results – Class room teachingHow many lessons should be in the lab
N=864 5th year medical students
1
2
3
4
5
6
0
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Evaluation results – Class room teachingUse and availability of computers
Daily use of computers 60%
Internet access at home 86%
I enjoy learning at the PC (1=a lot, 6=not at all)
3.0 (2.8; 3.3)
I would prefer distance learning overworking on the cases in class
38%
N=173 5th year medical students winter 2002
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Evaluation results – Class room teachingSummary
• Students generally like working on the cases,
• Internet coverage high, however,
• Content does matter!!!
• Blended learning is preferred
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Implementation in the curriculum:2. Distance learning + Class room
seminars (“Blended learning”) 2004+
• Lectures
• Two 2-hour seminars with a tutor +
• Working on ≥2 of the cases via the Internet(at home, at university, …)
• Students’ evaluation at the end
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Implementation in the curriculum:2. Distance learning + Class room
seminars (“Blended learning”) 2004+
Feedback features
• Implemented in the system: -Immediate feedback on the answer given-Overall result (% of correct answers) in theend
-Answer comments
• “Hand operated”:-Protest button to authors-Email contact for problems
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Evaluation results – Distance learning“Used e-learning before”
0
10
20
30
40
50
60
70
80
90
%
LMU Munich TU Munich Regensburg
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Evaluation results – Distance learning“The cases can easily be handled”
Frequent users
1st time usersE-learning:
Agree
Disagree
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Evaluation results – Distance learning“Cases useful complement to lecture”
Frequent users
1st time usersE-learning:
Agree
Disagree
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Classroom vs. distance learning “Working with the case was fun”
18
31
52
37
25
14
1
9
36
13
0
10
20
30
40
50
60
%
Agree 2 3 4 5 Disagree
Classroom (n=157)
Distance (n=94) Mean (95%CI): 2.2 (2.1; 2.3)
Mean (95% CI): 2.3 (2.1; 2.5)
Needle stick injury
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Evaluation results – Distance learning
Poor
Excellentn=54
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Summary• Case-based distance learning for OM is
feasible
• Students well accept distance learning but need feedback
• The motivation of physicians in training to use distance learning might even be higher
• There is no optimal way of teaching that suits
everyone
• Blended learning is preferred