scholarly journals Computer assisted learning versus conventional teaching: a questionnaire based study

2017 ◽  
Vol 6 (6) ◽  
pp. 1399
Author(s):  
Shipra Jain ◽  
Kopal Sharma ◽  
Pushpawati Jain ◽  
Sakshi Singh
Keyword(s):  
Teaching Methods ◽  
Animal Experiments ◽  
Computer Assisted ◽  
Screening Methods ◽  
Traditional Teaching ◽  
Computer Assisted Learning ◽  
Traditional Group ◽  
Teaching Group ◽  
Experimental Pharmacology ◽  
Significant Difference

Background: Animal experiments have ethical concerns thus practical sessions mean demonstration classes. Incorporation of novel teaching methods in pharmacology is the need of the hour when there is extensive use of computers among students. The present study was conducted to analyse and compare the knowledge gained by students through traditional demonstration lectures versus Computer assisted learning (CAL) sessions.Methods: This study was done on 112 second professional MBBS students after taking informed consent. They were divided in 2 groups viz. CAL group and Traditional teaching group and were taught experimental pharmacology topics using different teaching methods. The performance of the students in the two groups was then compared based on questionnaire. Student’s perception on use of CAL was also assessed.Results: A statistically significant difference in performance was seen among the students in the traditional teaching group and CAL group. In CAL group, the average scores for the Rabbit’s eye, Dog’s blood pressure, Animals used in Experimental Pharmacology and Screening methods sessions were 9.07, 8.3 and 3.8 respectively while in traditional teaching group the scores were 8.4, 7.8 and 3.4 respectively. Similarly, in frog’s heart session, CAL group scored higher (7.14) than traditional group (6.79). 76.8% students strongly agreed that CAL sessions were useful and 100% students strongly agreed that traditional lectures are difficult to retain.Conclusions: The study concludes that CAL is a promising teaching option when compared to traditional demonstration lectures for undergraduate practical pharmacology classes.

scholarly journals A questionnaire-based comparison of conventional teaching methods to computer assisted learning in experimental pharmacology for undergraduate medical students

2019 ◽  
Vol 8 (4) ◽  
pp. 762
Author(s):  
Ravi Kant Tiwari ◽  
Sandeep K. Gupta ◽  
R. K. Goel
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Animal Experiments ◽  
Frog Heart ◽  
Computer Assisted ◽  
Undergraduate Medical Students ◽  
Computer Assisted Learning ◽  
Experimental Pharmacology ◽  
Conventional Teaching ◽  
Significant Difference

Background: Computer Assisted Learning (CAL) for teaching experimental pharmacology is now widely accepted as alternative to animal experiments. The objective of this study was to compare the performance of undergraduate medical students by conventional teaching methods (lecture and discussion) and CAL.Methods: This was a questionnaire based observational study involving 109 MBBS students of fifth semester. The students were taught experimental pharmacology practical by both conventional methods (lecture with discussion) and computer assisted learning (CAL). Questionnaire and their filled responses by these students were taken at the end of lecture-discussion (pre-CAL) and after the CAL experiments (post-CAL), covering the same topics of experimental pharmacology. Pre-CAL and post-CAL data were assessed statistically.Results: In the pre-CAL session, only 53.39%, 47.56%, 53.39% and 49.5% of the students were having the scores above 40% in the rabbit eye, DRC and potentiation, frog heart and dog BP experiment respectively, which was increased to 77.44%, 75.48%, 75.47% and 75.48% of the students respectively in the post-CAL assessment. A statistically significant difference (p <0.05) in the performance was observed among the students in the pre-CAL and post-CAL assessment.Conclusions: CAL is a good alternative to animal experimentation. Lecture with discussion, followed by CAL experiments on the same topics, enhanced the performance of students as shown by improvement in post-CAL scores.

scholarly journals Computer assisted learning vs. conventional teaching in experimental Pharmacology: perception of second year medical students

2019 ◽  
Vol 8 (3) ◽  
pp. 438
Author(s):  
Rohit M. Sane ◽  
Pradeep R. Jadhav
Keyword(s):  
Teaching And Learning ◽  
Animal Experiment ◽  
Teaching Method ◽  
Rapid Development ◽  
Animal Experiments ◽  
Computer Assisted ◽  
Psychomotor Skills ◽  
Computer Assisted Learning ◽  
Experimental Pharmacology ◽  
Conventional Teaching

Background: The main pool of pharmacology practical teaching is formed by the use and demonstration of animal experiments. Animals have been used to demonstrate the effect of various drugs in experimental pharmacology classes, in the lab. The practical sessions in pharmacology training involving animal experiments are still taught by traditional teaching methods. Rapid development of information technology has led to newer trends in teaching and learning using Computer Assisted Learning (CAL). Keeping it in mind we decided to undertake this study to assess the perception of CAL in 2nd year MBBS students over conventional teaching in experimental pharmacology.Methods: This was an observational, questionnaire-based study. A total of hundred undergraduate MBBS (2nd year) students participated. Participants were first demonstrated an animal experiment by conventional teaching method followed by the same animal experiment demonstration on CAL. Students’ feedback was recorded on a questionnaire and analyzed.Results: The mean age of the participants was 19.88±1.28 years. The study overall observed that 62% preferred CAL to conventional (38%). Majority of the participants’ thought CAL (63%) helps to understand better over conventional (28%) and that CAL (63%) is time independent over conventional (28%). More than 85% felt that CAL was more explanatory and provided a better learning experience.Conclusions: Students preferred CAL to conventional teaching, in experimental pharmacology. It also provided insight on perception and experience of students towards CAL for experimental pharmacology. However, further studies are warranted to assess the knowledge, cognitive and psychomotor skills of students.

scholarly journals Computer assisted learning module in experimental pharmacology for medical students: introduction and evaluation

2018 ◽  
Vol 8 (1) ◽  
pp. 78
Author(s):  
Sunita Singh ◽  
Harshwarshan . ◽  
Vivek Singh ◽  
Barakha Gupta
Keyword(s):  
Animal Experiments ◽  
Faculty Members ◽  
Cognitive Domain ◽  
Computer Assisted ◽  
Computer Assisted Learning ◽  
Test Analysis ◽  
Passive Learning ◽  
Experimental Pharmacology ◽  
Feedback Questionnaire ◽  
Post Test

Background: Animal experiments have been restricted due to strict Committee for the Purpose of Control and Supervision of Experiments on Animals (CPCSEA) rules and regulations for animal procurement and experimentation. At present, teaching is done by showing cards with tracings. This helps in the development of cognitive domain only. There is a need to change the traditional passive learning methodologies to an active technology based experimental learning methodology. Present educational interventional study is aimed at enhancing learning and making teaching interactive and interesting by introducing Computer Assisted Learning (CAL). Objectives of the study are to assess and evaluate the learning outcome of two methods (teaching by showing cards and computer assisted) in experimental Pharmacology and to assess the perception of students and faculty towards implementation of CAL.Methods: The study was conducted at Sarawathi Institute of Medical Sciences, Hapur, UP, India. A departmental meeting was organized to sensitize the faculty members. Test and feedback questionnaire were prepared. Participants were divided into two groups. One group was taught by cards and another by CAL. For second experiment students cross over was done. Students were assessed by post-test analysis. Feedback from the faculty and students were taken and analyzed.Results: There was improvement in knowledge of students as shown from results of post-test analysis. More than 86% of the faculty members and 80% of the students rated CAL methodology more than 3 at Likert scale.Conclusions: As compared to teaching by cards, the learning was enhanced by CAL. Students found CAL more enjoyable, interactive, comprehensible and easy to retain. In future, students would prefer CAL as an alternative method of learning in experimental laboratory.

scholarly journals Risk of Internet Addiction in Adolescents: A Confrontation Between Traditional Teaching and Online Teaching

2020 ◽  
Vol 13 (1) ◽  
pp. 79-85
Author(s):  
Caterina Viganò ◽  
Laura Molteni ◽  
Alberto Varinelli ◽  
Calogero Virzì ◽  
Sara Russo ◽  
...  
Keyword(s):  
High School ◽  
Internet Addiction ◽  
Online Teaching ◽  
Traditional Teaching ◽  
Problematic Use ◽  
Teaching Group ◽  
Significant Difference ◽  
Different Types ◽  
Use Of Internet ◽  
The Web

Background: The technological evolution has given the opportunities to develop new models of education, like online teaching. However, Internet Problematic Use and Internet Addiction are becoming frequently represented among adolescents with a prevalence that varies worldwide from 2% to 20% of the high school population. Objective: The aim of this study was to analyse the risk of Internet Addiction in a High Schools student sample comparing two different types of schools (online and traditional teaching) and analyzing the associations between pathological use of Internet and socio-demographic factors connected to the different educational orientations and to the daily usage of Internet. Methods: Students were enrolled from four different orientation school programs (different high school, technical and economical Institute, vocational schools). Each student completed a self-reported test to collect socio-demographic data and th Internet Addiction Test (IAT) from K. Young to assess the risk of Internet Addiction. The Mann-Whitney test for quantitative variables was used for statistical analysis. Results: 522 students were enrolled, 243 students from online teaching and 279 from traditional teaching schools. Internet Addiction was observed in 1,16% of the total sample, while 53.83% of subjects was at risk of development Internet Addiction. No significant difference was found between the two different types of teaching, nor considering gender. Considering the amount of time spent on the web in portion of the sample at risk of developing Internet Addiction, the Traditional Teaching group spent between 4 and 7 hours a day on the Web, while the Online Teaching group between 1 to 3 hours/daily. However, no statistically significant difference was found. Conclusion: Although our data demonstrate that there is no clear association between online education and problematic use of Internet, the excessive use of Internet is linked to a massive waste of personal energy in terms of time and social life.

An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load

2013 ◽  
Vol 11 (4) ◽  
pp. 17-29 ◽  
Author(s):  
Chih-Hung Lai ◽  
Chih-Ming Chu ◽  
Hsiang-Hsuan Liu ◽  
Shun-Bo Yang ◽  
Wei-Hsuan Chen
Keyword(s):  
Cognitive Load ◽  
Computer Games ◽  
Fifth Grade ◽  
Computer Assisted ◽  
Flow Experience ◽  
Digital Learning ◽  
Game Based Learning ◽  
Computer Assisted Learning ◽  
Fifth Grade Students ◽  
Significant Difference

This study aims to discuss whether game-based learning with the integration of games and digital learning could enhance not only the flow experience in learning but achieve the same flow experience in pure games. In addition, the authors discovered that whether the game-based learning could make learners to reveal higher cognitive load. The effects of computer-assisted learning, computer games, and computer-assisted learning on the fifth-grade students are compared. The results showed that game-based learning is able to promote and achieve the same flow experience in games as well as increase the learners’ cognitive load. However, repeatedly using such software would not present significant difference on cognitive load.

scholarly journals Effectiveness of computer-assisted learning in biology teaching in primary schools in Serbia

2013 ◽  
Vol 45 (2) ◽  
pp. 422-444 ◽  
Author(s):  
Vera Zupanec ◽  
Tomka Miljanovic ◽  
Tijana Pribicevic
Keyword(s):  
Primary Schools ◽  
Teaching Method ◽  
Biology Education ◽  
Control Group ◽  
Computer Assisted ◽  
Traditional Teaching ◽  
Computer Assisted Learning ◽  
Biology Teaching ◽  
Cognitive Domains

The paper analyzes the comparative effectiveness of Computer-Assisted Learning (CAL) and the traditional teaching method in biology on primary school pupils. A stratified random sample consisted of 214 pupils from two primary schools in Novi Sad. The pupils in the experimental group learned the biology content (Chordate) using CAL, whereas the pupils in the control group learned the same content using traditional teaching. The research design was the pretest-posttest equivalent groups design. All instruments (the pretest, the posttest and the retest) contained the questions belonging to three different cognitive domains: knowing, applying, and reasoning. Arithmetic mean, standard deviation, and standard error were analyzed using the software package SPSS 14.0, and t-test was used in order to establish the difference between the same statistical indicators. The analysis of results of the post?test and the retest showed that the pupils from the CAL group achieved significantly higher quantity and quality of knowledge in all three cognitive domains than the pupils from the traditional group. The results accomplished by the pupils from the CAL group suggest that individual CAL should be more present in biology teaching in primary schools, with the aim of raising the quality of biology education in pupils.

scholarly journals “Does Supplementing Traditional teaching with Computer Assisted Learning (CAL) Module Facilitates Understanding of Human Embryology in Medical Undergraduates? A Randomized Control Trial”

2015 ◽  
Vol 13 (1) ◽  
pp. 26-32
Author(s):  
Rajan Bhatnagar Bhatnagar ◽  
Aseem Tandon ◽  
Rishi Pokhrel
Keyword(s):  
Academic Performance ◽  
Test Group ◽  
Control Group ◽  
Computer Assisted ◽  
Traditional Teaching ◽  
Traditional Methods ◽  
Developmental Anatomy ◽  
Significant Difference ◽  
Medical Undergraduates ◽  
Human Embryology

Introduction: In present scenario when lesser time is being devoted to basic medical sciences, and at the same time knowledge and concepts required to be mastered by medical undergraduates increasing exponentially, structured modules and software have a potential role to play. Embryology in particular can be a subject for such modules owing to its complex dynamics and even less proportion of time available to master it. This study evaluates if supplementing traditional methods with computer-aided instruction improve students' understanding of human embryology. Methods: The study was conducted during revision sessions before university examinations. Subjects of study were first year medical undergraduates (n=128), divided into two equal groups by simple randomization. Demographic data and prior academic performance of students were collected from student profile register. Revision sessions for control group were conducted using traditional methods and for test group CAL module was used. Students were evaluated by pre and post-tests consisting of 50 multiple choice answers questions each and each question fetched 0.5 marks. Independent sample t test was used for comparison of means. Opinion of students and instructors were collected using anonymous questionnaire under heads of subject-interest, appropriateness of CAL module as teaching materials, overall satisfaction and its possible effectiveness as self-learning module. Results: Two groups showed no statistical difference in terms of sex ratio, age and prior academic performance. Pre-test showed no significant difference in mean scores of two groups, mean post-test scores on the other hand were significantly greater in test group as compared to the control group. Most of the students and instructors involved in the study graded the CAL-module as ‘excellent’. Conclusions: The study shows that traditional teaching methods supplemented with CAL module improves the understanding of developmental anatomy in medical undergraduates. Use of this module as a self-study material requires further evaluations.doi:  http://dx.doi.org/10.3126/mjsbh.v13i1.12997

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