Computer based learning is more effective than lectures
Students may be learning more
from using their computers than
from attending lectures, according to a study published in July.
Research psychiatrists at the
School of Medicine, University
of Leeds, compared students'
use of a computer based multimedia package with lecture
based teaching on the subject of
anxiety. They found that even
though students felt they
learned more in the lecture theatre, they gained more from
using a computer package.
(MARK TUSCHMAN/THE STOCK MARKET)
Dr Chris Williams and his
colleagues at the Academic Unit
of Psychiatry and Behavioural
Science carried out the research.
All 197 medical students in the
fourth year at Leeds Medical
School, undertaking their psychiatry attachment for the first
time in the academic year 1998-99, were included in the study.
The students were randomly
allocated to either lecture or
computer based teaching. The
same video material on the subject of anxiety was included in
the lecture and the computer
package, and both sessions lasted 55 minutes.
Dr Williams presented his
findings to The Royal College of
Psychiatrists' Annual Meeting
2000, held at the Edinburgh
International Conference Centre in July. He told the meeting:
"The students rated the computer package as being easy to use
in libraries and as a teaching
resource, but in general they felt
attending a lecture led to greater
increase in knowledge."
The students answered questionnaires before and after the
lecture or computer session on
their ability to assess, diagnose,
and manage anxiety. The
researchers found a difference
between objective and subjective
ratings in the questionnaires - in
other words, the students felt
they learned more from the lecture but had actually gained
more from the package. Dr
Williams said: "The study suggests that sometimes students
don't know what is good for
them and may lead to cessation
of innovative teaching
approaches that might otherwise have led to gains in knowledge and skills."
Kay Brennan, Leeds
studentBMJ 2000;08:259-302 August ISSN 0966-6494
