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Assessment of Online Learning in a Chiropractic Technique Course by Dr. Glori HinckPresented at the WFC 2008 conference in Beijing, China
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Glori Hinck, RD, MS, DCAssistant Professor, Methods DepartmentNorthwestern Health Sciences University
Bloomington, MN USA
Convenience
Material readily available
Active learning
Decrease class room “seat” time
HybridAsynchronous
Large classes (60 to 130) Solution:
Automatically graded assessments Utilize TA’s and co-instructors for
grading Limit use of discussion forums Use group mode when feasible
Can online course delivery be as effective a method of teaching in the chiropractic setting as a course based on a traditional, lecture-format delivery?
“No Significant Difference Phenomenon”
Studies comparing results of various teaching methods have found “no significant difference” in student outcomes when using various types of technology and education delivery systems
Controversy exists
Bassano (2005) No significant difference in learning
occurred between students with access to an online self-guided radiology tutorial and those without this access
Goubran and Vijamury (2007) The use of an online interactive atlas of
histology led to significantly higher average laboratory examination scores
Journal of Chiropractic Education
Mean final exam scores for students taking the online course are statistically equivalent to, or greater than, the mean final exam scores of students taking the traditional course in the previous six trimesters.
“Same” basic core content
“Same” examination
Compared mean exam scores
What was “wrong” with this study design?
New instructorNew delivery method
Instructor, Students, CampusTechnology issuesExam does not reflect variations in
contentExam score weighting
33% vs. 50%
Physical Diagnosis course moved from Term 3 to Term 4 during the Fall ‘07 term
Instructors noticed impact on clinical reasoning in Methods 3 (Term 3)
Hypothesized indirect effect on exam scores
Traditional (Six trimesters) Mean Final Exam
Score:73.4%
Online (One trimester) Mean Final Exam
Score:72.5%
Analysis indicates statistical equivalence between groups:
mean final exam scores(t= 1.09 p=0.89)
Online (One trimester) Mean Midterm
Exam Score:
75.1%
Analysis indicates traditional midterm score statistically greater
than online midterm score
Traditional (Six trimesters) Mean Midterm
Exam Score: 79.2%
(t= 4.69 p=0.00)
F’07: Last traditional Midterm: 76.1% Final: 71.5%
S’08: First online Midterm: 75.1% Final: 72.5%
Analysis indicates statistical equivalence between groups:
Midterm: (t= 0.77 p=0.44)Final: (t= -0.77 p=0.44)
Neither group had PDX concurrently
Traditional (PDX)(5 trimesters) Midterm 79.7% Final:
73.7%
Traditional (No PDX)(2 trimesters) Midterm 76.1% Final: 71.5%
Analysis indicates concurrent PDX is associated with statistically greater
midterm and final exam scores than no-PDX
Midterm: (t=3.51 p=0.00)Final: (t=2.33 p=0.02)
No significant difference: All Traditional vs. Online final exam F’07 Traditional vs. Summer ‘08 Online
midterm and final
Traditional significantly better: All Traditional vs. Summer ‘08 Online
midterm
Concurrent PDX scores significantly greater
The evidence supports our alternative hypothesis that online course delivery can be an effective method of
teaching in the chiropractic setting
What aspects of online delivery are most successful?
Item analysis Any changes needed in specific
areas?
Student satisfaction surveys and focus groups
Mean midterm exam scores for students taking the online course are statistically equivalent to, or greater than, the mean midterm exam scores of the students taking the traditional course in the previous six trimesters.
Mean midterm and final exam scores for students taking the online course are statistically equivalent to, or greater than, the mean midterm and final exam scores of the students taking the traditional course in the immediately-previous trimester
Mean midterm and final scores for students taking the traditional course with a concurrent physical diagnosis course are statistically equivalent to, or greater than, the mean midterm and final exam scores of students who took the traditional course with no concurrent physical diagnosis course.
(Assessment of confounding factor in traditional-online comparisons)